report of statistics assessment of factors causing pressure in the lives of ftu students

Applying descriptive statistical analysis methods, deductive statistics the survey team found that among the 7 factors that cause pressure including study, finance, time, health, family,

BO GIAO DUC VA DAO TAO TRUONG DAI HOC NGOAI THUONG

REPORT OF STATISTICS ASSESSMENT OF FACTORS CAUSING PRESSURE IN THE

LIVES OF FTU STUDENTS

Lecturer: Lé Phan

Class: K61MF2

NAME OF MEMBERS:

Ngo Le Quynh Nhu - 2215027040

- Tien Tam Dan - 2215027019

Trang Dinh Khanh - 2215027030 Nguyen Thanh Tai - 2215027065 Doan Tan - 2215027083

2

TOPIC SUMMARY

A sample of 200 FTU students was surveyed using simple indirect, random sampling of stressors in students' lives Applying descriptive statistical analysis methods, deductive statistics the survey team found that among the 7 factors that cause pressure including study, finance, time, health, family, social relationships and themselves, students said that the biggest problem is financial pressure, Next is studying, male students are under more financial pressure than female students, but male students are under less academic pressure than female students and can be said not to be qualified to assert a difference in assessing the level of consent of the academic pressure factor, finances, time between students of courses K60, K61, K62 The pressure level of most students 1s mild

In addition, the survey results showed that students’ pressure had the most positive effect on competition, which in turn motivated them to improve their skills; and had a negative effect on “making mistakes at work" and "slowing down work" The survey results give the university a basis to identify the causes of pressure in the lives of FTU students Thereby, the school can survey more deeply, have timely solutions to minimize pressure for students The quality of FTU students will be increasingly improved and create a better environment for future generations of students by understanding and right measures

Keywords: Pressure, life, FTU students

TABLE OF CONTENTS

I\9)4i00.100)/0/7.3.3a I

I9) V.9›:)1019 %g.ẢẢ.Ũi.ŨỘỤi , IV PICTURE BIBLIOGRAPHY - HH HH HH HH HH HH Ht Vv

09) n1 l 0.9400.000) 09.49))0)000 21150 l 1.1 Why choose the topicl

CHAPTER 2 THEORETICAL BASTIS -.- L2 221221221221 1221211211112 18x re 5 P4 c0 009:š:À‹‹:iađaiđađiii 5 CHAPTER 3 CONTENTS AND RESULTS OF THẺ STUDY 11 3.2.1 Estimate the percentage of students under financial pressure with 95% COMMMONCE 22 75 .ẶDỪẰẼẼÚÃI 12 3.2.2 Accreditation billion Male students are more financially impacted than female students at 5% sigmificamce 00.00.00000 ccc ccc ccectececente eee ceesetsetaaeaes 13 3.2.3 Accreditation of the proportion of male students under less academic pressure than female students with a significance level of 5%% 14 3.3 Students’ pressure levels14

3.3.1 Accreditation of the proportion of male and female students under severe pressure is the same with a significant level of53⁄% 16 3.3.2 Accreditation of student proportion Course 60 under heavier pressure Course 62 with a significance level of 5% Q Q2 HH HH H222 HH nh kg 16 3.4.2 Accreditation of differences in the assessment of the degree of consent of the learning pressure factor among students of Course 19

3.4.3 Testing of differences in the assessment of the level of agreement of the time pressure factor among students of Courses21

3.4.4 Accreditation of differences in the assessment of the level of financial pressure among students of Course 23

4

* The proportion of students who said pressure had a positive impact on competition — which in turn motivated them to improve their skills, was at least 60% with a meaningful level of 5%

* Estimate the percentage of students who feel "prone to making mistakes at work" and "slowing down work" with 95% CONfideENCE cceciccccceeteetttte tens teeees 27

* Testing the hypothesis that students use the Sharing with friends and relatives solution to overcome pressure accounts for 45% with a meaning level of 5% 29 CHAPTER 4 CONCLUSIONS AND RECOMMENDATIONS 30 4.1 Conclusions30

4.2 Recommendations - - 0 2011222211112 21 1115321111211 1 511111101111 1111 key 30 3H19 0.2943.221 AB I

Appendix 1: Questionmaire SurVey - - T0 2n n n2 nh HH HH n2 20121 ưe II

LIST OF TABLES

Table 3 1: Gender of students | I

Table 3 2: Common Student Pressures FTU 12

5

Table 3 3: Student Pressure Levels by Gender15

Table 3 4 Student pressure levels by course 15

Table 3 5 Factors that put students under pressure17

Table 3 6 One-Way ANOVA results of accreditation assessing the degree of agreement of the pressure factor Learning among students FTU 20 Table 3 7 One-Way ANOVA results of accreditation assessing the degree of agreement of the pressure factor Time between student courses FTU 22 Table 3 8 One-Way ANOVA results of accreditation assessing the degree of agreement of the financial pressure factor among students FTU 24 Table 3 9 The positive effects of pressure26

Table 3 10 The negative effects of pressure27

Table 3 11 Solutions to overcome student pressure28

PICTURE BIBLIOGRAPHY

: Pressure of male and female students 14 : Student pressure levels by gender15 : Degree of influence of factors19 : Positive effects of pressures26 : Negative effects of pressures27 : Solutions Students Use to Overcome Pressure29

CATEGORIES OF ACRONYMS

Acronyms Meaning of the acronym

FTU Foreign Trade University Campus I] Ho Chi Minh City

FTUer Students of Foreign Trade University Campus I] Ho Chi Minh City

GPA Cumulative GPA of students over a long period of study (Grade

SPSS A computer software for statistical analysis (Statistical Package for

the Social Sciences) ANOVA Analysis of Variance

GVHD Instructors

CONTENT CHAPTER 1 INTRODUCE 1.1 Reasons for choosing the topic

Today, students, especially at Foreign Trade University I] HCMC, face a huge amount

of pressure from many different sides, especially psychologically and financially Surveys have shown that the prevalence of stress expression among students is high, and in general, they face challenges ranging from academic pressure to social pressure

Financial pressure becomes a significant factor, as students have to pay for accommodation, tuition, books, petrol and many other expenses Extra work to supplement income also creates additional pressure and requires effective time management Plus, with the rise of mental health issues in the student community, along with technological advancements changing the learning landscape, student life has become difficult and stressful

At Foreign Trade University Campus I] HCMC, students not only face academic and career pressures in the future but also face expectations from family, friends, and society In addition, psychological pressures from urban living, the ability to interact socially, and anxiety about defining oneself in the eyes of others all add to stress and anxiety

The survey team decided to focus on the topic “Assessing Pressure Factors in the Lives of FTU Students," in the hope of being able to better understand these factors and propose solutions to help students face and reduce pressure in their daily lives

1.2 Survey objectives

1 Identify the factors that cause pressure in the lives of FTU students

2 Measure the influence of factors on the life pressures of FTU students

3 Propose solutions to reduce pressure in students, help students overcome pressure, turn pressure into motivation

1.3 Survey questions

9

What factors cause pressure in the lives of FTU students?

How do these factors affect the life pressures of FTU students?

What solutions reduce the pressure in the lives of FTU students?

1.4, Survey methodology

The questionnaire was discussed and exchanged with some students at the same school, the questionnaire was designed by the team via Google Form and sent to respondents who are FTU students with a sample size of 200, convenient sample selection method After that, data screening, incorrect answer sheets or errors will be omitted, analyzed on Excel, SPSS software Use descriptive statistical analysis and deductive statistical methods

Descriptive statistical analysis method: From survey data on the characteristics

of FTU students on the sample, the survey team calculates the statistical parameters of the sample such as: sample mean, sample variance, sample standard deviation, sample rate The collected figures are presented in the form of tables and vivid visual graphs

to help readers easily grasp the information content in the most general way

Deductive statistical methods: on the basis of an observational sample, the survey team performs deductive statistical methods (estimating the overall mean, overall ratio; testing the overall mean hypothesis, overall ratio; statistical inference for the mean and ratio of the two populations; ANOVA analysis) for the parameters of the overall student population of FTU The deductive results are scientific evidence to conclude the problem of pressure of FTU students

1.5 Respondents

Beneficiaries: FTU students

1.6 Scope of survey

Survey period: December 17, 2023 to December 31, 2023

Survey space: Foreign Trade University I Ho Chi Minh City (FTU)

1.7 Contribution of the topic

The survey results give the university a basis to identify the causes of pressure

in the ltves of FTU students Thereby, the school can investigate more deeply, have timely solutions, to minimize pressure for students to help them have a better mental health, focus on learning to acquire knowledge, ready to meet the increasing needs of

CHAPTER 2, THEORETICAL BASIS 2.1, What is pressure?

Pressure is a major issue for students as they face many academic, social and personal challenges When pressure becomes excessive, it can affect both students' health and academic performance as well as give rise to many other negative problems Surveys have shown that pressure is a factor that significantly influences the psychology of college students and it has manifestations such as anxiety, fear, and even symptoms of depression (Amutio and Smith, 2007; Morrison and O'Conner, 2005)

2.2 Pressure in life?

In the transition from adolescence to adulthood, students experience various pressures because they are still in the process of developing skills and have not met all the requirements in life Students at the undergraduate level are particularly susceptible

to stress (pressure) and there is a clear link between student stress and illness, including physical and psychological aspects (Houghton et al., 2012; Ruthiget et al., 2009) Depression and suicidal tendencies are the two most significant and worrisome responses to stress (Oswalt and Riddock, 2007) Potential factors that put pressure on university students include transitioning from a student-to-student role, having to get used to a higher education program, living independently and adapting to a new environment A high level of pressure can affect not only academic performance but also all aspects of student health Although a certain level of pressure can lead to improved performance, too much pressure can negatively affect both physical and mental health (Schneiderman et al., 2005)

As age increases, relationships such as friends and colleagues are indispensable Students will focus on their peer group as they develop their independence Students must learn how to establish and maintain meaningful relationships around them and receive self-affirmation through these relationships (Shi, 2004) How students communicate, interpersonal adaptation is important for their emotional development (Grant et al., 2006; Seiffge-Krenke, 2000)

According to surveys (John Tung Foundation, 2005, 2008), "pressure on future development" is the greatest pressure in life for students and the most frequent pressure Today, with unemployment on the rise, students are especially worried about whether they will succeed in finding a job after graduation Lu (2004) surveyed the

11

relationship between life pressure and coping strategies among 1140 students and found that "career pressure" was the highest of all their life pressures Zhou et al (2006) report similar things Their results showed that the greatest stress students experienced was due to "planning for the future." They concluded that for students, it 1s Important to consider their future development

2.3 Types of pressure in life

According to Lu (2004), the factors that cause student pressure can be divided into six areas: “academic pressure", "pressure on relationships", "pressure on family",

"emotional pressure", "pressure on future development" and "pressure on self" Of these, “academic pressure," refers to the pressure of studying, exams, grades, reports, instructor requirements, etc "Pressure on relationships" means pressure associated with lack of friends, poor social relationships, etc fights with friends, hide from friends, etc “Family pressure" means the pressure of dealing with parental expectations, parental discipline, parental quarrels and divorces, family economic difficulties, etc "Emotional pressure" means the pressure of not being able to confide

in someone, no boyfriend (or girlfriend), family opposition to dating, breakup with boyfriend (girlfriend), etc "Future development pressures" means pressure to pursue higher education and employment, feelings of uncertainty about the future, etc "Self- pressure" refers to the stress associated with having a negative perception of appearance and body image, lack of focus on career, lack of self-knowledge, lack of self-confidence and other negative attributes associated with personal identity

Furthermore, “academic pressure" includes stressful pressure or mental and emotional pressure that occurs as a result of the demands of college life Yang and Fan (2004) report that it is one of the key factors causing difficulties for students It's no surprise that the workload students face in college is significantly greater than the workload in high school, and it comes with less "intervention" from parents and teachers Too much academic stress can contribute to depression and illness (MacGeorge et al 2005), which can negatively affect academic performance and, in the worst case, can discourage students from continuing on an academic path

In Vietnam, some surveys also show that problems related to finances, personal health, health of family members, problems in interpersonal relationships and

unfavorable living conditions, learning difficulties are the main sources of stress for students (Nguyen Huu Thu, 2009; Vu Dung, 2015)

Therefore, inheriting the results of the above surveys, the authors propose factors affecting the pressure in the lives of FTU students including 7 factors (Figure 2.1) Academic pressure, health pressure, financial pressure, time pressure, family pressure, social relationship pressure and personal pressure

Source: General and recommended author team

Figure 2 SEQ Hinh 2 ARABIC 1:

2.4, Effects of pressure in life

2.4.1 Positive effects of pressure Hungarian-Canadian endocrinologist Hans Selye first investigated stress in detail in 1936 His survey showed that in addition to the potential negative consequences of ordinary stress, there is also the "good" type of stress - eustress He hypothesizes that if stressed, but still at a comfortable level, is "positive stress." This is something you should go through because that will help improve performance According to the American Psychological Association's (APA) definition of eustress:

"This type of stress results from challenging but feasible, exciting, or worthwhile tasks It works beneficially by creating a sense of accomplishment or achievement, facilitating growth, development, mastery and high performance.” The benefits of eustress include: Motivation; Sense of accomplishment; The joy of living; Personal development; Strengthening self-healing capacity; The feeling of being in control of life "Positive stress" can only be positive if the following conditions are kept as a pedestal: Do not overexert yourself; Have psychological support (family and friends); Have fun recreational activities to take breaks during stressful periods; Keep a positive attitude Eustress will be a lever for self-development if you know where to stop and how to take care of yourself

2.4.2 Negative effects of pressure Gunnar (1998), defined the explanation of academic stress as anxiety and stress that comes from studying and education There is often a lot of pressure that comes with a person's degree and education There are homework, tests, labs, reading, and quizzes There is stress in doing all the work, balancing time and finding time for extracurricular activities Academic stress is especially difficult for students who live away from home for the first time Its survey shows that teachers expect work to be completed on time Students may miscalculate the amount of time it takes to complete reading and writing tasks, to print out copies of their work Ashcraft and Kirk (2001)

14

show that students who are highly stressed tend to act more slowly and deliberately towards different aspects of specialized purposes Pressure has a strong effect on student academic performance, which can produce both positive and negative effects When pressure is well managed, it can motivate striving and effort to achieve success However, excessive and uncontrolled pressure can cause distraction and negatively affect academic performance Positively, pressure can boost attention and focus When there is pressure to complete an assignment or prepare for an exam, students often have to concentrate intensely and use their time effectively to achieve good results Pressure can help them improve their time management skills and develop their ability

to work under pressure However, excessive pressure can impair concentration and academic performance Students may feel compelled to achieve excellent results in every subject and task, resulting in distraction from specific goals Anxiety and stress can cause distractions in the thought process and impair the ability to focus on learning Pressure can also affect academic morale When students feel compelled to achieve high results, they can become discouraged and lose motivation The fear of failing or not meeting expectations can lower confidence and self-esteem, negatively affecting thinking and attitudes towards learning

Pressure has a great impact on people's psychological stress, especially in modern life full of pressure and challenges Pressure can create a range of emotions that are not easily controlled, cause stress and anxiety, and affect the mood and mental well-being of the individual When people face pressure, the body responds by releasing stress hormones such as cortisol and adrenaline These biological responses can lead to arousal and increased alertness, but also cause both physical and emotional stress Feelings of anxiety, anxiety, and uncertainty often arise when pressure increases Psychological stress caused by pressure can weaken the spirit and adversely affect mental health Students may become tired, sleep deprived, or have psychological problems such as depression This stress can impair your ability to concentrate, be productive, and even reduce mental intensity, affecting self-confidence and self- acceptance In addition, psychological stress can also affect social relations and personal interactions Students may become irritable, irritable, or feel disinterested in participating in social activities This can create a sense of loneliness and isolation, causing a decrease in quality of life and relationships

Another pressure final-year students often face is the pressure of their future job That is, students worry that they do not know if they will find a good job when they graduate, what salary they have, how they can advance Then there are many final-year students who are still confused about the future, do not know if they are suitable for the field they are studying, do not know what they like to do, do not know what job they will do after graduation, what industry they will work in, That makes it difficult for students to make decisions, leaving students feeling crisis, confusion, and pressure on themselves Excessive pressure can undermine the person's self- confidence Students may feel incompetent or not confident enough to meet high levels of academic or social pressure Anxiety about failing or not meeting expectations can reduce your ability to believe in your abilities and cause fluctuations

in self-confidence However, too much pressure and stress can undermine the person's confidence and self-esteem Fear of failing or not meeting expectations can lower self- confidence and cause frustration in yourself This can lead to self-setting unattainable standards or feelings of low self-esteem

Pressure has an important influence on creativity and personal development of people While pressure can stimulate some people to achieve creative success and breakthroughs, it can also have negative effects on the creative process and personal development Excessive pressure can limit freedom of thought and discovery Students may feel compelled to conform to preconceived stereotypes and standards in response

to pressure, preventing them from experimenting with novel ideas or exploring creative avenues This can reduce diversity and creativity in thought and action Stress from pressure can also dampen creativity When people feel stressed and anxious about meeting expectations, they may lose the ability to focus and be unable to focus

on the creative process Ideas may not be developed naturally, and the process of generating new ideas can be significantly affected

CHAPTER 3 CONTENTS AND RESULTS OF THE STUDY 3.1 Characteristics of the survey sample

Of the 200 students surveyed, 80 male students accounted for 40% and 120 female students accounted for 60% (Table 3.1)

Table 3 1: Gender of the student

Gender Quantity Percentage()

17

or 39% Then there was academic pressure with 142 choices, accounting for 36.4% and accounting for the least proportion of time pressure, with 96 student choices, accounting for 24.6% (Table 3.2 and Figure 3.2)

Table 3 2: Common pressures of FTU students

Call p the percentage of students who are under financial pressure

p- 2 - 0,3897

Number of observations: n = 390 and sample rate 390

Reliability 1% = 9:95 & = 0,05= 2,72 =Zy95 = 1,96

Confidence interval for p:

Significance level # = 9: 0° 2a =o05 = 4 648

Validity of inspection statistics:

— 0,3897(1 —0,3897 } —— +——

ne PL vn ) 1 2 \ ( 157 233 Z=2,077>2, =1,645 Ho should be dismissed So at a meaningful level of 5%,

We see:

the percentage of male students who are financially affected is more than female students (Figure 3.3)

Types of pressure between male and female

@ Education E Time @ Finance

Figure 3 3: Pressure of male and female students (Link excel: LINK) 3.2.3 Accreditation of the proportion of male students under less academic pressure than female students with a significance level of 5%

Call pl and p2 the proportion of male and female students under academic pressure, respectively

20

3.3 Student pressure level

The majority of students are under mild pressure, 1.e the pressure does not affect the lives of students much with 143 students accounting for 71.5%; There were

37 students under moderate pressure that made them feel tired, accounting for 18.5%, and 20 students under severe pressure, accounting for 10% (Table 3.3 and Figure 3.4)

Table 3 3: Student pressure levels by gender

Light (Pressure less affect your daily life) 58 85 143 Medium (Pressure makes you feel tired) 15 22 37 Hea Pressure makes you have negative

(%) | ney | y (%) | ney | (%)

Mild (pressure doesn't affect your | 37 78,7 64 | 67,4 142 | 72,4 life much)

Medium (pressure makes you feel | 7 14,9 20 | 21,1 | 10 17,2 tired)

Heavy (pressure causes you to | 3 6,4 II 11,6 |6 10,3 have negative thoughts, wrong

Call pl and p2 the proportion of male and female students under heavy pressure, respectively

Validity of inspection statistics:

—_ _ =ÍI | 0.1(1—0.1 I I

yea Pipe | ( Í¿s*¡zs)

We sec IZE0,4866<z,„=1,96 so we don't refute Ho So at 5% significance, the

proportion of male and female students under severe pressure is the same

3.3.2 Accreditation of the proportion of students in Course 60 under more pressure than Course 62 with a significance level of 5%

Call p1 and p2 the proportion of Class 60 and Class 62 students under heavy pressure, respectively

22

3.4, Analysis of factors causing pressure in the life of FTU students

3.4.1 Approximate of the overall mean of stressors in the life of FTU students with 95% confidence

Among the group of factors, student finances were the most stressful with an average consent level of 4.54; Then study and time This result 1s completely consistent with the results of the analysis of section 3.2 Family relationships were the least influential with an average consent level of 2.51 (on a 5-degree scale) An approximate estimate

of the overall average of stress-causing factors is described in table 3.5

Table 3 5 Factors that put students under pressure

Sample | Approximate of the standar | overall mean Avera

ge deviatio