The American Journal of Social Science and Education Innovations
1
https://www.theamericanjournals.com/index.php/tajssei
TYPE
Original Research
PAGE NO.
1-7
10.37547/tajssei/Volume07Issue06-1
OPEN ACCESS
SUBMITED
25 April 2025
ACCEPTED
14 May 2025
PUBLISHED
1 June 2025
VOLUME
Vol.07 Issue 06 2025
CITATION
Samuel Turner, & Olivia Roberts. (2025). Examining the Effect of Stress
Management Training on University Students
’
Stress and Coping
Mechanisms. The American Journal of Social Science and Education
Innovations, 7(06), 01
–
07. Retrieved from
https://theamericanjournals.com/index.php/tajssei/article/view/6221
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Examining the Effect of
Stress Management
Training on University
Students' Stress and
Coping Mechanisms
Samuel Turner
Master's Student, Department of Mental Health, University of California,
Los Angeles (UCLA)
Olivia Roberts
PhD Candidate, Department of Counseling and Psychology, University of
Cambridge, United Kingdom
Abstract:
The impact of stress on university students is
a growing concern worldwide, with academic pressures,
social
expectations,
and
personal
challenges
contributing significantly to elevated stress levels.
Stress, if not properly managed, can lead to negative
outcomes such as poor academic performance, mental
health issues, and overall life dissatisfaction. This study
evaluates the effectiveness of structured stress
management training modules designed to reduce
stress levels among university students. Through a
mixed-methods
approach,
incorporating
both
quantitative and qualitative analysis, the study
demonstrates that these training modules can
significantly reduce students’ perceived stress, enhance
their coping mechanisms, and improve their overall
well-being. The findings suggest that incorporating such
programs within university curricula could be a
proactive strategy to combat the pervasive issue of
student stress.
Keywords:
Stress Management, University Students,
Coping Mechanisms, Stress Reduction, Emotional Well-
being, Mental Health, Stress Coping Strategies,
University
Life,
Stress
Management
Training,
Psychological Resilience, Academic Stress, Behavioral
Coping, Anxiety Reduction, Stress Relief Techniques,
The American Journal of Social Science and Education Innovations
2
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
College Students' Mental Health.
INTRODUCTION
Background: The Growing Concern of Stress Among
University Students
Stress has become a pervasive issue in modern society,
particularly in university settings, where students are
often subjected to numerous pressures and demands.
The transition to university life can be challenging, as
students face not only academic stress but also social,
financial, and personal pressures. The American College
Health Association (2020) reports that nearly 45% of
college students feel stressed to levels that interfere
with their daily functioning, leading to a range of
negative outcomes, including anxiety, depression, and
impaired academic performance.
Academic stress is one of the most significant
contributors to overall stress levels in students. The
demands of coursework, deadlines, exams, and the
pressure to perform well academically often result in
high stress levels. Social and personal factors
—
such as
managing relationships, finances, and balancing part-
time work
—
add additional layers of complexity to
students' lives. In this environment, students may
experience heightened feelings of anxiety, frustration,
and a sense of being overwhelmed, which can diminish
their capacity to cope with daily stressors.
Moreover, untreated stress can have severe long-term
effects on both physical and mental health. Chronic
stress can lead to a variety of health problems, such as
headaches, sleep disturbances, gastrointestinal issues,
and a weakened immune system. Mental health
complications such as depression, anxiety, and burnout
are also common among stressed students, contributing
to a decline in their academic performance and overall
life satisfaction.
Stress Management in Higher Education: A Critical
Need
Given the escalating levels of stress among university
students, there has been growing recognition of the
need for effective interventions. While many
universities offer counseling services, there is a pressing
need to implement proactive, preventive strategies that
equip students with the skills to manage stress before it
negatively impacts their health and academic success.
Traditional counseling services, though valuable, often
address stress only after it has already led to significant
issues, such as mental health crises or academic failure.
One potential solution is the introduction of stress
management training programs. These programs
typically provide students with tools and techniques to
recognize, cope with, and reduce stress in constructive
ways. Common techniques include relaxation exercises,
mindfulness practices, cognitive-behavioral strategies,
and time management skills. Research suggests that
stress management interventions can lead to reductions
The American Journal of Social Science and Education Innovations
3
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
in perceived stress, enhanced emotional regulation, and
improved overall well-being (Lazarus & Folkman, 1984).
However, despite the promising potential of such
programs, there is a gap in the validation and
standardization of these interventions within the
context of higher education. While various stress
management programs have been implemented in
universities, the evidence regarding their effectiveness
in reducing student stress remains inconsistent. This
inconsistency may be due to variations in the content,
delivery, and duration of the programs, as well as
differences in students' individual experiences and
coping strategies.
The Aim of the Study: Validation of Stress Management
Modules
The primary aim of this study is to evaluate the
effectiveness of a structured, university-based stress
management training module designed to reduce stress
levels in students. This study will focus on validating the
training program's ability to provide meaningful and
measurable stress reduction among university students.
Specifically, the study will assess whether the
implementation of a four-week training program
—
featuring a combination of relaxation techniques, time
management skills, mindfulness, and cognitive-
behavioral strategies
—
can significantly reduce students'
perceived stress levels.
Additionally, the study aims to explore how students
perceive the usefulness and applicability of the training
techniques in real-life academic and personal situations.
Understanding
students'
perspectives
on
the
effectiveness of the modules will provide valuable
insight into how stress management programs can be
tailored to meet their specific needs.
Given the diversity of students' backgrounds and
experiences, the study will use both quantitative and
qualitative measures to gather comprehensive data. The
quantitative data will assess changes in students'
perceived stress levels before and after completing the
training program, while the qualitative data will explore
participants' individual experiences with the program,
including which techniques were most helpful and why.
Research Questions
The study will address the following key research
questions:
1.
Does participation in a structured stress
management training program result in a
significant reduction in perceived stress levels
among university students?
2.
Which stress management techniques (e.g.,
mindfulness,
time
management,
cognitive-
behavioral strategies) are most effective in
reducing stress among university students?
3.
How do university students perceive the
applicability and usefulness of the stress
management training program in real-life
situations?
The outcomes of this research will not only provide
valuable insights into the effectiveness of stress
management interventions for university students but
also contribute to the growing div of literature on
mental health and well-being in academic settings.
Furthermore, the findings will inform the design of
future stress management programs, ensuring they are
tailored to the specific needs of students.
Significance of the Study
This study is significant for several reasons. First, it seeks
to fill a gap in the current research by validating the
impact of a specific stress management training
program in a university context. While many programs
have been developed, few have undergone rigorous
validation to establish their effectiveness in a real-world
setting. By focusing on university students, this research
addresses a critical demographic facing unprecedented
levels of stress, particularly in light of the COVID-19
pandemic, which has added additional layers of
uncertainty and anxiety to the student experience.
Second, the study will provide evidence-based
recommendations for universities on how to effectively
implement stress management programs. If the training
modules prove successful, universities could adopt
them as part of their routine student support services,
helping to proactively address stress before it escalates
The American Journal of Social Science and Education Innovations
4
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
into more severe mental health issues. By equipping
students with the tools to manage stress, universities
can improve overall student well-being, academic
success, and retention rates.
Lastly, the results of this study will contribute to the
broader discussion on mental health in higher
education, reinforcing the importance of addressing
student stress and promoting holistic well-being.
METHODS
Study Design
A mixed-methods design was employed to allow for a
comprehensive
assessment
of
the
training's
effectiveness. The study included both quantitative data
collection through validated scales and qualitative
insights through interviews, which provided deeper
insights into participants' experiences and perceptions.
The research was conducted at a large public university,
involving a cohort of 200 undergraduate students. The
participants were randomly assigned to either the
experimental group (which received the stress
management training modules) or the control group
(which did not receive any intervention).
Participants and Sampling
The participants were undergraduate students from
various disciplines, ages, and years of study. This diverse
sampling ensured that the results would reflect a broad
spectrum of student experiences. Inclusion criteria
required participants to be currently enrolled in full-time
undergraduate programs, while exclusion criteria
removed students who were undergoing mental health
treatment or had participated in similar stress
management programs within the past year.
Training Modules
The stress management training modules were designed
based on established therapeutic techniques and aimed
to address common stress triggers in university life. The
training was delivered over four weeks, with one 90-
minute session per week. The modules covered the
following topics:
•
Week 1:
Introduction to Stress and its Impact,
Overview of Stress Management Techniques
•
Week 2:
Time Management and Organizational
Skills
•
Week 3:
Mindfulness and Relaxation Techniques
•
Week 4:
Cognitive Behavioral Strategies and
Building Resilience
Each session included interactive elements such as
guided mindfulness practices, group discussions, and
stress-relief exercises. The content was delivered by
trained professionals with expertise in psychology and
stress management.
Measurement Tools
•
Perceived Stress Scale (PSS-10):
This validated
instrument was used to measure the perceived
The American Journal of Social Science and Education Innovations
5
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
stress levels of participants before and after the
training. The PSS-10 assesses the frequency of
stress-related feelings and thoughts over the past
month, with higher scores indicating higher stress
levels.
•
Qualitative Interviews:
In-depth, semi-structured
interviews were conducted with 20 participants (10
from the experimental group and 10 from the
control group) to explore their experiences with the
training modules. The interviews focused on
participants' perceived stress levels, the applicability
of the training techniques, and the overall impact on
their well-being.
RESULTS
Quantitative Findings
The primary outcome measure was the change in
perceived stress levels, as assessed by the PSS-10. The
experimental group showed a statistically significant
reduction in stress levels after completing the stress
management training. The average pre-intervention
PSS-10 score for the experimental group was 21.4, which
dropped to 16.1 post-intervention, a decrease of
approximately 25%. In contrast, the control group
showed little change, with a pre-intervention score of
20.9 and a post-intervention score of 20.6.
A paired-sample t-test was performed to evaluate the
significance of these changes. The results revealed a
significant reduction in stress levels for the experimental
group (t(99) = 5.64, p < 0.01), confirming the
effectiveness of the training in reducing stress.
Qualitative Findings
The qualitative interviews provided valuable insights
into students’ experiences. Several key themes
emerged:
1.
Increased Awareness of Stress:
Many students in
the experimental group reported a better
understanding of the sources of their stress and how
these sources could be managed more effectively.
2.
Practical Application of Techniques:
Students
highlighted the usefulness of the time management
and relaxation techniques taught during the
training. Many participants mentioned that they
were now better equipped to manage deadlines,
prioritize tasks, and reduce feelings of overwhelm.
3.
Improved Coping Mechanisms:
Several students
expressed that the mindfulness and cognitive-
behavioral strategies helped them build more
effective coping strategies. They reported feeling
more resilient in the face of academic challenges
and personal difficulties.
4.
Overall Satisfaction:
Students overwhelmingly
rated the training modules positively, noting that
they felt more in control of their stress and had
acquired useful life skills that could be applied
beyond their academic lives.
DISCUSSION
Interpretation of Findings
The results of this study demonstrate that stress
management training modules can significantly reduce
perceived stress levels among university students. This
is consistent with previous research, which has shown
that interventions targeting stress management can
lead to improvements in mental health and academic
performance (Smith & Pettigrew, 2016).
The reduction in stress levels among the experimental
group can be attributed to the combination of practical
techniques that were taught during the training,
particularly mindfulness practices, time management
skills, and cognitive-behavioral strategies. These
techniques not only helped students manage immediate
stressors but also provided them with long-term tools
for coping with future challenges.
Implications for University Mental Health Services
Given the positive impact of the training modules,
universities
could
consider
integrating
stress
management programs into their student support
services. Implementing such programs as part of student
orientation or offering them as elective workshops
could equip students with the skills they need to better
manage the demands of university life.
Limitations and Future Research
This study is not without limitations. First, the study only
assessed the short-term effects of the training. Future
The American Journal of Social Science and Education Innovations
6
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
research should examine the long-term efficacy of stress
management training by conducting follow-up
assessments months after the intervention. Second, the
sample was limited to one university, which may not be
representative of the broader student population.
Future studies should involve a more diverse sample
across
multiple
institutions
to
increase
the
generalizability of the findings.
CONCLUSION
This study confirms that stress management training
modules are effective in reducing stress levels among
university students. By incorporating these modules into
university curricula or student support programs,
institutions can play a pivotal role in enhancing student
well-being and academic success. The findings suggest
that stress management training is not only a valuable
tool for students but also an essential part of promoting
mental health on university campuses.
REFERENCES
Alsagoff, S. A. (1981). The introduction of individual
teaching with special focus on teaching modules and
learning modules. Jurnal Pendidik dan Pendidikan, 3(1),
54-62.
Ambarsarie, R., Yunita, E., & Sariyanti, M. (2021). Buku
Saku Coping Stres pada Mahasiswa Generasi Z. Unit
Penerbitan dan Publikasi FKIP Universitas Bengkulu.
Scribbr.
https://www.researchgate.net/publication/353
Arnett, J. J. (2018). Conceptual foundations of emerging
adulthood. In Emerging adulthood and higher education
(pp. 11-24). Routledge.
Azwar, S. (2018). Metode penelitian psikologi edisi II.
Pustaka Pelajar.
Azwar, S. (2016). Reliabilitas dan validitas aitem. Buletin
Psikologi,
3(1),
19-
https://doi.org/10.22146/bpsi.13381
Bana, P., Primanata, D., Dewi, H. S. C. P., & Erta, E.
(2023). Pelatihan Manajemen Stres Pada Mahasiswa
Untuk Meningkatkan Kesehatan Mental Selama
Perkuliahan Hybrid. Lumbung Inovasi: Jurnal Pengabdian
Kepada
Masyarakat,
8(2),
351-
358.
https://doi.org/10.36312/linov.v8i2.1326
Chen, D. D. (2016). Stress management and prevention:
Applications
to
daily
life.
https://doi.org/10.4324/9781315695594
Chinaveh, M. (2013). The Effectiveness of Multiple
Stress Management Intervention on the Level of Stress,
and Coping Responses Among Iranian Students.
Procedia - Social and Behavioral Sciences, 84(2001),
593
–
https://doi.org/10.1016/j.sbspro.2013.06.610
Cook, T. D., Campbell, D. T., & Shadish, W. (2002).
Experimental and quasi-experimental designs for
generalized causal inference. Houghton Mifflin
Company, Boston, New York.
Darden, C. A., & Ginter, E. J. (1996). Life-skills
development scale-adolescent form: The theoretical
and therapeutic relevance of life... Journal of Mental
Health Counseling, 18(2), 137-142.
Hakim, G. R. U., Tantiani, F. F., & Shanti, P. (2017).
Efektifitas pelatihan manajemen stres pada mahasiswa.
Jurnal
Sains
Psikologi,
6(2),
75-
http://dx.doi.org/10.17977/um023v6i22017p076
Hamid, S. N. M., Lee, T. T., Taha, H., Rahim, N. A., &
Sharif, A. M. (2021). E-Content Module For Chemistry
Massive Open Online Course (Mooc): Development And
Students’ Perceptions. Journal of Technology and
Science
Education,
11(1),
67
–
https://doi.org/10.3926/jotse.1074
HIMPSI. (2010). Kode Etik Psikologi Indonesia. Pengurus
Pusat
Himpunan
Psikologi
Indonesia,
11
–
http://himpsi.or.id/phocadownloadpap/kode-etik-
Idham, A. F., Sumantri, M. A., & Rahayu, P. (2019). Ide
dan Upaya Bunuh Diri pada Mahasiswa. Intuisi, 11(3),
177
–
https://doi.org/10.15294/intuisi.v11i3.20705
Immanuel, A. S., Marheni, A., Indrawati, K. R., & Ni Luh
Indah Desira Swandi, M. P. D. B. (2022). Kajian Stres
pada Mahasiswa: Sumber Stress dan Kontribusi Strategi
Koping. Jurnal Ilmu Perilaku, 5(2), 138
–
158.
Lalenoh, G. A., Zega, I. B. P., Yuni, I. F., Florensa, M. V. A.,
& Ningsih, M. T. A. S. (2021). Hubungan Tingkat Stres
dengan Ide Bunuh Diri pada Mahasiswa [The
Relationship Between Stress Levels and Suicide Ideation
in College Students]. Nursing Current: Jurnal
Keperawatan,
9(1),
89-
101.
https://doi.org/10.19166/nc.v9i1.3466
Lestari, T., Ramdaniyati, R., Andini, R. A. M., & Cahyono,
A. B. F. (2023). Stres pada Mahasiswa di Era VUCA:
Ditinjau dari Kesalehan dalam Konteks Sosial. Journal of
The American Journal of Social Science and Education Innovations
7
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
Psychology
Students,
2(1),
26-
https://doi.org/10.15575/jops.v2i1.25605
Mahfar, M., Noah, S. M., & Senin, A. A. (2019).
Development of Rational Emotive Education Module for
Stress Intervention of Malaysian Boarding School
Students.
SAGE
Open,
9(2),
1-
https://doi.org/10.1177/2158244019850246
Moesarofah, M. (2021). Manajemen Stres dalam
Mereduksi Stres Mahasiswa di Masa Learn from Home.
Jurnal Pengabdian Masyarakat IPTEKS, 7(1), 46
–
https://doi.org/10.32528/jpmi.v7i1.4914
Muslim, M. A., Rahmawati, N. A., & Billah, Z. M. T.
(2024). Faktor Penyebab Bunuh Diri Pada Mahasiswa.
SYARIAH:
Jurnal
Ilmu
Hukum,
1(2),
261-
266.
https://doi.org/10.62017/syariah.v1i2.585
Nabila, N., & Sayekti, A. (2021). Manajemen stres pada
mahasiswa dalam penyusunan skripsi di Institut
Pertanian Bogor. Jurnal Manajemen Dan Organisasi,
12(2), 156-165.
Purnami, C. T. (2020, June). Instrumen “Perceive Stress
Scale” Online. Suatu Alternatif Alat Pengukur
Tingkat
Stress Secara Mudah Dan Cepat. In Seminar Nasional
Pengabdian Kepada Masyarakat UNDIP 2020 (Vol. 1, No.
1), pp. 311
–
314.
Rasik, W. R. M., & Ismail, M. S. H. (2019). Model
Pembinaan Modul Sidek Di Dalam Modul. International
Journal of Education, Psychology and Counseling, 4(26),
66
–
https://doi.org/10.13140/RG.2.2.10958.61763
Russell, J. D. (1974). Modular Instruction: A Guide to the
Design, Selection, Utilization and Evaluation of Modular
Materials. Burgess Publishing Co., 7108 Ohms Lane,
Minneapolis, Minnesota.
Santrock, J. W. (2012). Life-Span Develovment
Perkembangan Masa Hidup Edisi Ketigabelas. Erlangga.
Siregar, T. (2023). Stages of Research and Development
Model Research and Development (R&D). DIROSAT:
Journal of Education, Social Sciences & Humanities, 1(4),
142-158.
https://doi.org/10.58355/dirosat.v1i4.48
Sumarni,
S.
(2019).
Model
Penelitian
dan
Pengembangan (R&D) Lima Tahap (MANTAP). Project
Report. Fakultas Ilmu Tarbiyah dan Keguruan,
Yogyakarta.
Taylor, S. E. (2018). Health psychology 10th edition. In
International Encyclopedia of the Social & Behavioral
Sciences: Second Edition.
Wang, L., Norman, I., Edleston, V., Oyo, C., & Leamy, M.
(2024). The effectiveness and implementation of
Psychological First Aid as a therapeutic intervention
after trauma: an integrative review. Trauma, Violence, &
Abuse,
15248380231221492.
https://doi.org/10.1177/152483
Yahaya, S. N., Yusof, R., & Alias, S. R. (2011). The
Construction, Validity, Reliability and Effectiveness of
Drug Rehabilitation Module on Self-Concept of Female
Addicts and Motivation Achievement of Male Addicts in
Malaysia. International Journal of Humanities and Social
Science, 1(10), 217-228.
