Stress during studies. Mental stress and illness among students in face-to-face and distance learning

Table of contents

1 Introduction

1.1 Problem statement

1.2 Objective of this paper

1.3 Structure of the paper

2 Theoretical foundations

2.1 Forms of study

2.2 Stress

2.3 Psychological stress

2.4 Derivation of research questions relevant to investigation

3 The empirical investigation

3.1 Object of investigation: Students in Germany based on current figures

3.2 The survey

4 Results of the survey

4.1 Methodology for evaluation

4.2 Evaluation of the data material of the survey

4.3 Verification of assumptions

4.4 Interpretation and assessment of the psychological stress of students

5 Discussion

5.1 Critical reflection of the methodology

5.2 Critical reflection of the results

5.3 Conclusion with a view to the future

Objective and Research Focus

This bachelor thesis aims to empirically investigate the psychological stress experienced by students in Germany, specifically comparing those in face-to-face degree programs with those in distance learning, to identify the causes of this stress and its potential impact on mental health.

• Comparison of psychological stress levels between face-to-face and distance learning students.
• Identification of primary stressors associated with different academic study forms.
• Analysis of the relationship between study-related pressure and the development of mental disorders.
• Examination of potential indicators of mental health impairment within the student population.

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Summary of Chapters

1 Introduction: Provides an overview of the challenges in modern academic education and outlines the problem statement, objectives, and structure of the thesis.

2 Theoretical foundations: Defines the different forms of study, introduces the transactional stress model according to Lazarus, and discusses psychological stress and its consequences.

3 The empirical investigation: Describes the methodology, the object of study, the target group, and the operationalization of the survey instrument.

4 Results of the survey: Presents the evaluation of the gathered survey data, verifies the formulated assumptions, and interprets the findings regarding student stress.

5 Discussion: Critically reflects on the chosen methodology and results, and provides a concluding view on the future of student health.

Keywords

Study, Face-to-Face Studies, Distance Learning, Students, Stress, Stressors, Transactional Stress Model, Psychological Stress, Depression, Anxiety Disorder, Addiction Disorder, Empirical Investigation, Mental Health, Academic Performance, Pressure to Perform.

Frequently Asked Questions

What is the core subject of this research?

The research focuses on the psychological stress and potential mental health burdens experienced by students in Germany, comparing those enrolled in face-to-face studies versus distance learning programs.

What are the central themes of the work?

Central themes include the impact of academic pressure, the identification of specific study-related stressors, and the correlation between academic requirements and mental health issues like anxiety and depression.

What is the primary objective of this thesis?

The primary goal is to empirically measure psychological stress, identify factors that increase this stress, and compare the stress levels and experiences of face-to-face and distance learning students.

Which scientific methodology is utilized?

The author employs a quantitative online survey using standardized clinical-psychological test excerpts to gather data from 1,039 students across Germany.

What content is covered in the main section?

The main section covers the theoretical definitions of stress and mental health, the detailed description of the survey design, the statistical evaluation of the empirical data, and a critical discussion of the results.

Which keywords characterize this thesis?

Key terms include Psychological Stress, Students, Face-to-Face Studies, Distance Learning, Transactional Stress Model, Depression, and Anxiety Disorder.

How does the age structure differ between the two study forms?

The survey results show that face-to-face students are predominantly in the age range of 20-30 years, while distance learning students are often older, with almost 40% being 31 years or older.

Why do face-to-face students report higher stress levels?

The research suggests that face-to-face students, often being younger and less experienced with life's challenges, face significant pressure from time constraints, the transition away from home, and the "initial" nature of their professional training, which creates high expectations for success.