{"paper_id":"430ef729-d6ff-41a0-b4a9-486fe52d85e1","body_text":"An Assessment of Stress and Coping Strategies Among Pharmacy Students of Knust and its Relation to Academic Performances | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article An Assessment of Stress and Coping Strategies Among Pharmacy Students of Knust and its Relation to Academic Performances Rodney Ralph Adams, Dr Kwaku Gyamfi Oppong, Dr Joseph Attakorah, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6135893/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background: Pharmacy students often experience varying stress levels due to the demanding nature of their academic program. Understanding the relationship between stress, coping mechanisms, and academic performance is important to support student well-being and success. Several key sources of stress for pharmacy students have been identified, including academic demands such as exams and maintaining high grades, financial concerns, time management issues, and personal factors such as homesickness. Pharmacy students use a variety of coping strategies, including both adaptive (such as time management, exercise, and social support) and maladaptive (such as emotional eating and substance use) methods. The year of study was found to contribute to perceived stress levels. Methods: This cross-sectional study was conducted among undergraduate pharmacy students at KNUST. Informed consent and the objectives were outlined to every participant before they took part in the study. To maintain anonymity, names were excluded. The questionnaire adapted the 10-item Perceived Stress Scale (PSS-10) developed by Cohen and colleagues, the Brief COPE scale, and other literature sources. These were used to measure the degree of stress, factors causing stress, the effect of stress on academic performance, and different coping strategies students use to manage stress. Results: Majority (55 %) of pharmacy students regularly experience stress during their undergraduate training. The causes of stress ranged from academic, social, to financial. The most frequent causes of stress were academic-related, which included academic performance, workload of assignments, and tests, which was found to be highest in level 600 and then between level 200 and level 400. Financial-related factors were the second contributor to stress among students. Most of the students used a combination of coping strategies such as the use of alcohol and other drugs, meditation, sleep, regular meetings and social interactions with friends to manage their stress. Conclusion: A Significant number of pharmacy students at KNUST experience stress, mainly related to their academic performance, workloads, and financial challenges. To cope with these stressors, most students adapt a combination of strategies including adequate sleep, consumption of alcohol or other substances, meditation, watching movies, and regular social interaction with friends. It is essential to implement effective psychological support programs, stress prevention and management programs that cater to the needs of the students, aiming to enhance both their academic performance and psychosocial well-being. Further research should explore the connection between stress and academic performance, as well as the students' overall quality of life. Figures Figure 1 Figure 2 INTRODUCTION The undergraduate pharmacy education program in Ghana spans six years, comprising twelve semesters. This duration is applicable to students admitted directly from the Senior high school through the entrance examination (West African Senior School Certificate Examination). Similar to pharmacy education in other countries, the program in Ghana presents significant challenges, time demands, and stress. Therefore, students are required to demonstrate unwavering commitment and dedication to achieve success in the program. Academic pursuits inherently include stress, especially for those seeking highly demanding professional degrees such as pharmacy (Yang and Yang, 2022). Pharmacy students face a variety of pressures in their hard clinical rotations and demanding curriculum, which can negatively affect their academic performance and overall well-being. Promoting the mental health and academic achievement of pharmacy students requires an understanding of the particular stressors they confront and the development of useful coping mechanisms. Although stress is a normal response to some pressures and situations, prolonged stress can have negative effects on one's health and well-being (Levine, 2022). These demands can originate from a person's job, relationships, finances, or other circumstances in general. Stress can be brought on by anything that presents a genuine or imagined difficulty or risk to one's wellbeing. Stress may even be necessary for survival and serve as a motivator. The fight-or-flight response system in the body instructs an individual on when and how to react to danger. However, when the body is overstimulated or exposed to too many stresses at once, it can be detrimental to one's physical and emotional well-being.(La Rovere et al ., 2022). Different people interpret stress differently depending on the circumstances. Hans Selye's definition of stress is the first and most widely accepted, reading, \"Stress is the nonspecific response of the body to any demand\" (Arnetz, 2012). Stress is the process by which a person interprets and reacts to situations that are deemed to be too stressful or dangerous for them personally. Health psychology is the scientific study of the overall effects of psychological elements on health, including stress and emotional aspects, on health and well-being. Although there are some situations where stress is beneficial, we are aware that stress can have detrimental effects on the body. Stressors can be either acute (short-term) or chronic (long-term), and they can include traumatic experiences, big life upheavals, everyday inconveniences, and circumstances where people are regularly faced with difficult and unpleasant things. Events or circumstances that force us to make changes in our life, like being divorced or relocating to a new place, can be a major source of stress. (Arnetz, 2012). The Social Readjustment Rating Scale (SRRS) was created by Thomas Holmes and Richard Rahe to quantify stress by allocating a certain amount of life change units (LCUs) to events in life that usually call for some modification, even happy ones (Holmes and Rahe, 1967). Numerous studies have demonstrated that the accumulation of numerous LCUs is linked to a higher risk of sickness, notwithstanding the criticisms levelled at the SRRS. Daily hassles are little annoyances and irritations that can accumulate over time and constitute a significant portion of possible stresses. Furthermore, extremely hard occupations, provide little control over the workplace, or have poor working circumstances can cause stress at work, which can pave the way for burnout. Stress can cause a variety of symptoms, including headaches, exhaustion, irritability, trouble sleeping, and changes in appetite (Travis et al ., 2020). It is critical to identify these symptoms and implement stress management techniques. Try keeping a notebook to record your stressful moments to identify what's causing your stress. Taking note of any trends, such as particular circumstances or ideas that make one feel stressed. Stress can be managed in a variety of ways, popular strategies include choosing things that help you relax and unwind, including spending time with nature, listening to music, finding time for regular physical activity, getting enough sleep, and practicing mindfulness. Exercise, priority-setting, counselling, and other strategies are helpful for stress management. (Travis et al ., 2020). On the other hand, university students frequently lack the time to relax by participating in leisure activities, which contributes to their overwhelming academic stress. Additionally, some people are unable to manage their stress effectively due to the absence of favourable coping mechanisms for it. Students are a priority because they represent the society’s investment for the future Study Design and Approach The cross-sectional study was conducted from July 2024 to August 2024 among undergraduate pharmacy students. Students who consented to taking part in the study after the objectives had been explained were provided with a data collection tool to complete. The names of participants were omitted in all cases to maintain anonymity. The questionnaire adapted the 10-item Perceived Stress Scale (PSS-10) developed by Cohen and colleagues, the Brief COPE scale, and other literature sources. These were used to measure the degree of stress, factors causing stress, the effect of stress on academic performance, and different coping strategies students use to manage stress. Furthermore, the questionnaire included questions related to students' stress and its effects on their academic performance and coping strategies adapted to manage the stress. Sample size : The Kwame Nkrumah University of Science and Technology (KNUST) School of Pharmacy maintains an annual average student enrollment of 250 per level of study, totaling an estimated 1500 students from the first to the sixth year. Using Yamane's formula for calculating sample size in an online sample size calculator, with a confidence level of 95% and an error margin of 5%, the variables in consideration are as follows: N - the population, e - representing the acceptable margin of error, and n - the required sample size or number of surveys. Yamane`s formula: Thus, using a 5% margin of error (ie, 0.05) an estimated number of 316 responses was required. However, due to time constraints, a sample size of 306 was used. RESULTS DEMOGRAPHIC DATA OF RESPONDENTS Table 1 shows demographic characteristics of the survey respondents. VARIABLES FREQUENCY PERCENTAGES AGE 18–24 249 81.4% 25–30 28 9.2% Above 30 29 9.5% GENDER Male 137 45.5% Female 164 54.5% YEAR OF STUDY Level 100 57 17.3% Level 200 81 26.5% Level 300 70 22.9% Level 400 69 22.5% Level 500 19 6.2% Level 600 14 4.6% ACCOMODATION STATUS Campus hall 61 19.9% Campus hostel 202 66% Apartment with friends 23 7.5% Home with relatives 20 6.5% PERCEPTION OF STRESS AMONG RESPONDENTS Table 2 Perception of stress VARIABLE 0 1 2 3 4 FREQUENCY( % ) FREQUENCY(%) FREQUENCY(%) FREQUENCY(%) FREQUENCY(%) In the last 6 months, how often have you been upset because of something that happened unexpectedly? 17(5.6%) 21(6.9%) 84(27.5%) 154(50.3%) 30(9.8%) In the last 6 months, how often have you felt that you were unable to control the important things in your life? 20(6.5%) 20(6.5%) 224(73.2%) 20(6.5%) 22(7.2%) In the last 6 months, how often have you felt nervous and stressed? 14(4.6%) 18(5.9%) 138(45.1%) 102(33.3%) 34(11.1%) In the last 6 months, how often have you felt confident about your ability to handle your personal problems? 20(6.5%) 18(5.9%) 79(25.8%) 165(53.9%) 24(7.8%) In the last 6 months, how often have you felt that things were going your way? 12(3.9%) 26(8.5%) 124(40.5%) 128(41.8%) 16(5.2%) In the last 6 months, how often have you found that you could not cope with all the things that you had to do? 17(5.6%) 25(8.2%) 135(44.1%) 108(35.3%) 21(6.9%) In the last 6 months, how often have you been able to control irritations in your life 15(4.9%) 26(8.5%) 66(21.6%) 186(60.8%) 13(4.2%) In the last 6 months, how often have you felt that you were on top of things? 19(6.2%) 23(7.5%) 135(44.1%) 111(36.3%) 18(5.9%) In the last 6 months, how often have you been angered because of things that happened that were outside of your control? 16(5.2%) 29(9.5%) 187(61.1%) 56(18.3%) 18(5.9%) In the last 6 months, how often have you felt difficulties were piling up so high that you could not overcome them? 12(3.9%) 24(7.8%) 41(13.4%) 180(58.8%) 49(16%) SOURCES OF STRESS AMONG RESPONDENTS Table 3 Sources of stress VARRIABLE YES NO FREQUENCY(%) FREQUENCY(%) Do you feel overwhelmed because of school? 263(85.9%) 43(14.1%) Do the assignments stress you out? 261(85.3%) 45(14.7%) Do you get enough pocket money? 247(81.3%) 57(18.8%) Do you have regular sleep hours? 175(57.2%) 131(42.8%) Do you feel pressured to perform well on tests? 281(91.8%) 25(8.2%) Can you ask questions to your teacher comfortably? 218(71.2%) 88(28.8%) Does your relationship with your friends decrease your anxiety? 265(86.6%) 41(13.4%) Does your relationship with your friends increase your anxiety? 104(34%) 202(66%) Does spending time with your friends increases your stress? 58(19%) 248(81%) COPING STRATEGIES AMONG RESPONDENTS Table 4 Coping strategies VARIABLE 1 2 3 FREQUENCY(%) FREQUENCY(%) FREQUENCY(%) I've been using alcohol or other drugs to make myself feel better. 151(50.2%) 126(41.9%) 24(8%) I've been looking for something good in what is happening 36(11.8%) 236(77.6%) 32(10.5%) I've been making jokes about it. 28(9.2%) 231(76%) 45(14.8%) I've been praying or meditating when Im stressed 85(28%) 184(60.5%) 35(11.5%) I've been doing something to think about it less, such as going to movies, watching TV, reading,daydreaming,sleeping,or shopping 35(11.5%) 222(72.8%) 48(15.7%) I’ve been trying to get advice or help from other people about what to do. 43(14.1%) 228(75%) 33(10.9%) I eat and have fun to decrease the stress 105(34.7%) 158(52.1%) 40(13.2%) RELATIONSHIP BETWEEN STRESS AND ACADEMICS AMONG RESPONDENTS Table 5 VARIABLE YES NO MAYBE FREQUENCY (%) FREQUENCY (%) FREQUENCY (%) Has stress negatively affected your ability to study? 62(20.3%) 35(11.4%) 209(68.3%) Has stress positively affected your ability to study? 34(11.1%) 60(19.6%) 212(89.3%) Has your GPA dropped since your first exams in pharmacy school ? 240(78.4%) 37(12.1%) 29(9.5%) Do the assignments stress you out? 243(79.4%) 30(9.8%) 33(10.8%) Does the work load and and course demands affect your academic performance? 243(79.4%) 30(9.8%) 33(10.8%) DISCUSSION Although some studies have already investigated the issue of stress among pharmacy students, this study is unique in that it not only focuses on the causes of stress but also probes different management approaches used by students to relieve stress. The survey respondents' demographic characteristics include gender, age, year of study, and accommodation status, Table 1 , The majority of respondents were females (54.5% ) with 45.5% being males. A significant proportion of students were between the ages of 18–24 (81.4%) which is the usual age range for tertiary students in Ghana currently (Ghana Statistical Service., 2018) A significant number of students, about 55.0%, confirmed varying levels of stress based on their response to experiences within the last six months. This comes to confirm various studies that have confirmed various degrees of stress among students in universities and other tertiary institutions. This is especially so at specific levels of study which have very demanding workloads. This study indicated that the highest form of stress was reported among level 300 students, and then students in level 400 and 600. The triggers of stress were often associated with enormous academic workloads such as quizzes, reports, assignments, and the pressure from parents and guardians to perform very well academically. Stress has been said to hurt the academic performance of students. From the results obtained, the majority of the students reported that stress may or may not have hurt their ability to learn. For a healthcare student such as a student pharmacist, this is an everyday reality due to the nature and content of training. From the current research, it was ascertained that majority of the pharmacy students regularly experience stress during their undergraduate training, which is not necessarily surprising since previous studies have posited that healthcare students are usually more stressed than their non-healthcare counterparts. ( Garber MC, Huston SA, Breese CR. 2019 . ) Excessive stress interferes with the person’s ability to function normally. According to Spielberger,1971, anxiety states are characterized by subjective feelings of nervousness, worry, tension, or apprehension, and by arousal of the autonomic nervous system. Excessive anxiety also interferes with the person’s ability to function normally. Any level of stress, if left unattended, can lead to sleep disorders, burnout, and a drop-out (Dyrbye et al. , 2018) Furthermore, a vast majority of students reported that their GPAs have reduced and that the workload and course demands affect their academic performance. Some studies indicate that too much stress negatively interfered with students' preparation, concentration, and performance while positive stress helps students achieve peak performance (Pfeiffer, 2001). Financial challenges with life on the university campus were also expressed by the majority of students (81.3% ) as key contributor to stress. Students on the university campus need money to buy food, clothing, books, and other educational materials to support their life. Inadequate finances could affect the psycho-social status and academic performance. There have been a number of reported studies of students who have been lured into robberies, prostitution, substance abuse, and other social vices due to financial challenges (Lee and Larson, 2000) Additionally, the inability to handle anxiety and emotional challenges was expressed by 45% of students as a major source of stress. A critical look at the age range of the majority of students points to the case of many young, inexperienced, and sometimes emotionally weak individuals who may have built strong and resilient emotional strength in life, yet (Mofatteh, M., 2020). In their attempts to manage their stress, the pharmacy students adapted a combination of coping strategies. These included the use of alcohol and other substances. All the students (100% ) had used alcohol or a substance at least once in the course of their study to manage stress. The use of alcohol and other substances could be addictive, and contribute to a further drain on their finances in addition to their detrimental health effects in the immediate or long term (Amr et al , 2011) Other stress coping strategies adapted by students included watching movies, meditation. regular interaction with friends, sleep, and seeking advice from friends. Although these strategies may provide some relief of stress, it is imperative for students to get access to readily available and effective professional psycho-social and emotional services during their study. This could help avert the incidence of suicide, relationship abuse, and other social vices on the university campus. (Dyrbye et al., 2018.) LIMITATION OF STUDY The study faced certain limitations. First, the use of a self-administered questionnaire introduced the potential for information bias. Additionally, distributing the questionnaire via Google Forms posed some drawbacks. Accessing the questions required an internet connection, which may have prevented students without internet access from participating and sharing their perspectives on the study. Furthermore, as the study only included pharmacy students from a specific institution, it is not appropriate to generalize the results to all pharmacy students. Moreover, individuals' reported stressors may be subjective and not necessarily indicative of their actual stress levels. The study also encountered small sample sizes in certain subgroups, potentially resulting in insufficient statistical power. Notably, a significant portion of the responses came from students at a specific academic level, leading to uneven survey distribution and potential response bias. CONCLUSION Pharmacy students at KNUST commonly experience stress related to their academics, with academic workload and financial challenges being the primary causes. To cope with these stressors, most students utilize a combination of stress management strategies such as getting adequate sleep, consuming alcohol or other substances, watching movies, and prayer. It is essential to implement stress prevention and management programs that cater to the needs of the students, aiming to enhance both their academic performance and psychosocial well-being. Further research should explore the connection between stress and academic performance, as well as the students' overall quality of life. RECOMMENDATION More work needs to be done by school authorities to promote awareness of the issue among pharmacy students, recognize common stressors, and consider developing wellness programs that help pharmacy students pro-actively reduce stress. 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Effect of College Students’ Academic Stress on Anxiety Under the Background of the Normalization of COVID-19 Pandemic: The Mediating and Moderating Effects of Psychological Capital. Frontiers in Psychology, 13. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {\"props\":{\"pageProps\":{\"initialData\":{\"identity\":\"rs-6135893\",\"acceptedTermsAndConditions\":true,\"allowDirectSubmit\":true,\"archivedVersions\":[],\"articleType\":\"Research Article\",\"associatedPublications\":[],\"authors\":[{\"id\":430253119,\"identity\":\"09b6b536-b29e-42ba-9ff4-4e5ac18f3e3a\",\"order_by\":0,\"name\":\"Rodney Ralph Adams\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Kwame Nkrumah University of Science and Technology\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Rodney\",\"middleName\":\"Ralph\",\"lastName\":\"Adams\",\"suffix\":\"\"},{\"id\":430253120,\"identity\":\"6255f0da-6d1a-43d8-a3fb-9a5733afd33c\",\"order_by\":1,\"name\":\"Dr Kwaku Gyamfi Oppong\",\"email\":\"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAyklEQVRIiWNgGAWjYBACCRiDH0QkFJCiRbIBpMWAFC0GB8AkEVok+xcfe1xQccdu8/nViR8eGDDI84sdwK9FWuJZuvGMM8+St914u1kC6DDDmbMT8GuRkzhjJs3bdjjZ7MbZDSAtCQa3idViPOPs5h9EaZHm7wFrsTPg791GnC2SM9hAfjmcIHGDd5tFgoEEYb9InD8MCrHD9vz9Zzff/FFhI88vTUALg0QCGzOQSmyQAKuUwK8aDPgPgLXYAxlEqB4Fo2AUjIIRCQDSMUXJ2ns15AAAAABJRU5ErkJggg==\",\"orcid\":\"\",\"institution\":\"Kwame Nkrumah University of Science and Technology\",\"correspondingAuthor\":true,\"prefix\":\"Dr\",\"firstName\":\"Kwaku\",\"middleName\":\"Gyamfi\",\"lastName\":\"Oppong\",\"suffix\":\"\"},{\"id\":430253121,\"identity\":\"6c2c59a6-265b-4079-b81f-cc878bb42c21\",\"order_by\":2,\"name\":\"Dr Joseph Attakorah\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Kwame Nkrumah University of Science and 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kwakye\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Kwame Nkrumah University of Science and Technology\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Adwoa\",\"middleName\":\"Oforiwaa\",\"lastName\":\"kwakye\",\"suffix\":\"\"}],\"badges\":[],\"createdAt\":\"2025-03-01 17:08:12\",\"currentVersionCode\":1,\"declarations\":\"\",\"doi\":\"10.21203/rs.3.rs-6135893/v1\",\"doiUrl\":\"https://doi.org/10.21203/rs.3.rs-6135893/v1\",\"draftVersion\":[],\"editorialEvents\":[],\"editorialNote\":\"\",\"failedWorkflow\":false,\"files\":[{\"id\":78879870,\"identity\":\"8efc7187-93e6-416a-9ca0-5bc05a64005d\",\"added_by\":\"auto\",\"created_at\":\"2025-03-20 08:20:38\",\"extension\":\"png\",\"order_by\":1,\"title\":\"Figure 1\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":90804,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003e\\u003cem\\u003ea stacked bar chart showing year of study and perceived stress scale\\u003c/em\\u003e\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"1.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6135893/v1/a403289fe26c2fd6aa5bae6a.png\"},{\"id\":78880832,\"identity\":\"d6100c09-876e-4195-a5f5-c21ee04a1372\",\"added_by\":\"auto\",\"created_at\":\"2025-03-20 08:28:38\",\"extension\":\"png\",\"order_by\":2,\"title\":\"Figure 2\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":115802,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003e\\u003cem\\u003ea bar chart showing level of study and frequency of coping strategies used\\u003c/em\\u003e\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"2.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6135893/v1/61c759e77e79d93dd379331e.png\"},{\"id\":80825928,\"identity\":\"5f0bf572-059b-44e4-9042-523a6a9e7bbf\",\"added_by\":\"auto\",\"created_at\":\"2025-04-17 13:09:07\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":910079,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6135893/v1/56e7f84a-ffbc-4b73-8104-994b7880c2f2.pdf\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"\\u003cp\\u003eAn Assessment of Stress and Coping Strategies Among Pharmacy Students of Knust and its Relation to Academic Performances\\u003c/p\\u003e\",\"fulltext\":[{\"header\":\"INTRODUCTION\",\"content\":\"\\u003cp\\u003eThe undergraduate pharmacy education program in Ghana spans six years, comprising twelve semesters. This duration is applicable to students admitted directly from the Senior high school through the entrance examination (West African Senior School Certificate Examination). Similar to pharmacy education in other countries, the program in Ghana presents significant challenges, time demands, and stress. Therefore, students are required to demonstrate unwavering commitment and dedication to achieve success in the program.\\u003c/p\\u003e \\u003cp\\u003eAcademic pursuits inherently include stress, especially for those seeking highly demanding professional degrees such as pharmacy (Yang and Yang, 2022). Pharmacy students face a variety of pressures in their hard clinical rotations and demanding curriculum, which can negatively affect their academic performance and overall well-being. Promoting the mental health and academic achievement of pharmacy students requires an understanding of the particular stressors they confront and the development of useful coping mechanisms.\\u003c/p\\u003e \\u003cp\\u003eAlthough stress is a normal response to some pressures and situations, prolonged stress can have negative effects on one's health and well-being (Levine, 2022). These demands can originate from a person's job, relationships, finances, or other circumstances in general. Stress can be brought on by anything that presents a genuine or imagined difficulty or risk to one's wellbeing. Stress may even be necessary for survival and serve as a motivator. The fight-or-flight response system in the body instructs an individual on when and how to react to danger. However, when the body is overstimulated or exposed to too many stresses at once, it can be detrimental to one's physical and emotional well-being.(La Rovere \\u003cem\\u003eet al\\u003c/em\\u003e., 2022).\\u003c/p\\u003e \\u003cp\\u003eDifferent people interpret stress differently depending on the circumstances. Hans Selye's definition of stress is the first and most widely accepted, reading, \\\"Stress is the nonspecific response of the body to any demand\\\" (Arnetz, 2012). Stress is the process by which a person interprets and reacts to situations that are deemed to be too stressful or dangerous for them personally. Health psychology is the scientific study of the overall effects of psychological elements on health, including stress and emotional aspects, on health and well-being. Although there are some situations where stress is beneficial, we are aware that stress can have detrimental effects on the body.\\u003c/p\\u003e \\u003cp\\u003eStressors can be either acute (short-term) or chronic (long-term), and they can include traumatic experiences, big life upheavals, everyday inconveniences, and circumstances where people are regularly faced with difficult and unpleasant things. Events or circumstances that force us to make changes in our life, like being divorced or relocating to a new place, can be a major source of stress. (Arnetz, 2012).\\u003c/p\\u003e \\u003cp\\u003eThe Social Readjustment Rating Scale (SRRS) was created by Thomas Holmes and Richard Rahe to quantify stress by allocating a certain amount of life change units (LCUs) to events in life that usually call for some modification, even happy ones (Holmes and Rahe, 1967). Numerous studies have demonstrated that the accumulation of numerous LCUs is linked to a higher risk of sickness, notwithstanding the criticisms levelled at the SRRS. Daily hassles are little annoyances and irritations that can accumulate over time and constitute a significant portion of possible stresses. Furthermore, extremely hard occupations, provide little control over the workplace, or have poor working circumstances can cause stress at work, which can pave the way for burnout.\\u003c/p\\u003e \\u003cp\\u003eStress can cause a variety of symptoms, including headaches, exhaustion, irritability, trouble sleeping, and changes in appetite (Travis \\u003cem\\u003eet al\\u003c/em\\u003e., 2020).\\u003c/p\\u003e \\u003cp\\u003eIt is critical to identify these symptoms and implement stress management techniques. Try keeping a notebook to record your stressful moments to identify what's causing your stress. Taking note of any trends, such as particular circumstances or ideas that make one feel stressed.\\u003c/p\\u003e \\u003cp\\u003eStress can be managed in a variety of ways, popular strategies include choosing things that help you relax and unwind, including spending time with nature, listening to music, finding time for regular physical activity, getting enough sleep, and practicing mindfulness. Exercise, priority-setting, counselling, and other strategies are helpful for stress management. (Travis \\u003cem\\u003eet al\\u003c/em\\u003e., 2020).\\u003c/p\\u003e \\u003cp\\u003eOn the other hand, university students frequently lack the time to relax by participating in leisure activities, which contributes to their overwhelming academic stress. Additionally, some people are unable to manage their stress effectively due to the absence of favourable coping mechanisms for it. Students are a priority because they represent the society\\u0026rsquo;s investment for the future\\u003c/p\\u003e\\n\\u003ch3\\u003eStudy Design and Approach\\u003c/h3\\u003e\\n\\u003cp\\u003eThe cross-sectional study was conducted from July 2024 to August 2024 among undergraduate pharmacy students. Students who consented to taking part in the study after the objectives had been explained were provided with a data collection tool to complete. The names of participants were omitted in all cases to maintain anonymity.\\u003c/p\\u003e\\n\\u003cp\\u003eThe questionnaire adapted the 10-item Perceived Stress Scale (PSS-10) developed by Cohen and colleagues, the Brief COPE scale, and other literature sources. These were used to measure the degree of stress, factors causing stress, the effect of stress on academic performance, and different coping strategies students use to manage stress.\\u003c/p\\u003e\\n\\u003cp\\u003eFurthermore, the questionnaire included questions related to students\\u0026apos; stress and its effects on their academic performance and coping strategies adapted to manage the stress.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eSample size\\u003c/strong\\u003e: The Kwame Nkrumah University of Science and Technology (KNUST) School of Pharmacy maintains an annual average student enrollment of 250 per level of study, totaling an estimated 1500 students from the first to the sixth year. Using Yamane\\u0026apos;s formula for calculating sample size in an online sample size calculator, with a confidence level of 95% and an error margin of 5%, the variables in consideration are as follows: N - the population, e - representing the acceptable margin of error, and n - the required sample size or number of surveys.\\u003c/p\\u003e\\n\\u003cp\\u003eYamane`s formula:\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cimg 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style=\\\"width: 157px; height: 72.1566px;\\\" width=\\\"157\\\" height=\\\"72.1566\\\"\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThus, using a 5% margin of error (ie, 0.05) an estimated number of 316 responses was required. However, due to time constraints, a sample size of 306 was used.\\u003c/p\\u003e\"},{\"header\":\"RESULTS\",\"content\":\"\\u003cdiv id=\\\"Sec4\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eDEMOGRAPHIC DATA OF RESPONDENTS\\u003c/h2\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab1\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 1\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eshows demographic characteristics of the survey respondents.\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"4\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c2\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003eVARIABLES\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eFREQUENCY\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003ePERCENTAGES\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"2\\\" rowspan=\\\"3\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eAGE\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e18\\u0026ndash;24\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e249\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e81.4%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e25\\u0026ndash;30\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e28\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e9.2%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eAbove 30\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e29\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e9.5%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eGENDER\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eMale\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e137\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e45.5%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eFemale\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e164\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e54.5%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"5\\\" rowspan=\\\"6\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eYEAR OF STUDY\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eLevel 100\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e57\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e17.3%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eLevel 200\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e81\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e26.5%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eLevel 300\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e70\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e22.9%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eLevel 400\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e69\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e22.5%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eLevel 500\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e19\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e6.2%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eLevel 600\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e14\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.6%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"3\\\" rowspan=\\\"4\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eACCOMODATION STATUS\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eCampus hall\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e61\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e19.9%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eCampus hostel\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e202\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e66%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eApartment with friends\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e23\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e7.5%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eHome with relatives\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e20\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e6.5%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003c/div\\u003e\\n\\u003ch3\\u003ePERCEPTION OF STRESS AMONG RESPONDENTS\\u003c/h3\\u003e\\n\\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab2\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 2\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003ePerception of stress\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"6\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVARIABLE\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e3\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e4\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eFREQUENCY( % )\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eFREQUENCY(%)\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eFREQUENCY(%)\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eFREQUENCY(%)\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eFREQUENCY(%)\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIn the last 6 months, how often have you been upset because of something that happened unexpectedly?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e17(5.6%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e21(6.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e84(27.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e154(50.3%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e30(9.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIn the last 6 months, how often have you felt that you were unable to control the important things in your life?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e20(6.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e20(6.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e224(73.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e20(6.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e22(7.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIn the last 6 months, how often have you felt nervous and stressed?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e14(4.6%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e18(5.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e138(45.1%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e102(33.3%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e34(11.1%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIn the last 6 months, how often have you felt confident about your ability to handle your personal problems?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e20(6.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e18(5.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e79(25.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e165(53.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e24(7.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIn the last 6 months, how often have you felt that things were going your way?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e12(3.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e26(8.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e124(40.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e128(41.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e16(5.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIn the last 6 months, how often have you found that you could not cope with all the things that you had to do?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e17(5.6%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e25(8.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e135(44.1%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e108(35.3%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e21(6.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIn the last 6 months, how often have you been able to control irritations in your life\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e15(4.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e26(8.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e66(21.6%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e186(60.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e13(4.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIn the last 6 months, how often have you felt that you were on top of things?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e19(6.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e23(7.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e135(44.1%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e111(36.3%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e18(5.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIn the last 6 months, how often have you been angered because of things that happened that were outside of your control?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e16(5.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e29(9.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e187(61.1%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e56(18.3%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e18(5.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIn the last 6 months, how often have you felt difficulties were piling up so high that you could not overcome them?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e12(3.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e24(7.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e41(13.4%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e180(58.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e49(16%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e\\n\\u003ch3\\u003eSOURCES OF STRESS AMONG RESPONDENTS\\u003c/h3\\u003e\\n\\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab3\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 3\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eSources of stress\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"3\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVARRIABLE\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eYES\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eNO\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eFREQUENCY(%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eFREQUENCY(%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDo you feel overwhelmed because of school?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e263(85.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e43(14.1%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDo the assignments stress you out?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e261(85.3%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e45(14.7%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDo you get enough pocket money?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e247(81.3%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e57(18.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDo you have regular sleep hours?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e175(57.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e131(42.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDo you feel pressured to perform well on tests?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e281(91.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e25(8.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCan you ask questions to your teacher comfortably?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e218(71.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e88(28.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDoes your relationship with your friends decrease your anxiety?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e265(86.6%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e41(13.4%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDoes your relationship with your friends increase your anxiety?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e104(34%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e202(66%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDoes spending time with your friends increases your stress?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e58(19%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e248(81%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e\\n\\u003ch3\\u003eCOPING STRATEGIES AMONG RESPONDENTS\\u003c/h3\\u003e\\n\\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab4\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 4\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eCoping strategies\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"4\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVARIABLE\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e3\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eFREQUENCY(%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eFREQUENCY(%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eFREQUENCY(%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eI've been using alcohol or other drugs to make myself feel better.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e151(50.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e126(41.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e24(8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eI've been looking for something good in what is\\u0026nbsp;happening\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e36(11.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e236(77.6%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e32(10.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eI've been making jokes about it.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e28(9.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e231(76%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e45(14.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eI've been praying or meditating\\u0026nbsp;when Im stressed\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e85(28%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e184(60.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e35(11.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eI've been doing something to think about it less, such as going to movies, watching TV, reading,daydreaming,sleeping,or shopping\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e35(11.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e222(72.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e48(15.7%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eI\\u0026rsquo;ve been trying to get advice or help from other people about what to do.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e43(14.1%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e228(75%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e33(10.9%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eI eat and have fun to decrease the stress\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e105(34.7%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e158(52.1%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e40(13.2%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cdiv id=\\\"Sec8\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eRELATIONSHIP BETWEEN STRESS AND ACADEMICS AMONG RESPONDENTS\\u003c/h2\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab5\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 5\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e\\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"4\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVARIABLE\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eYES\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eNO\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eMAYBE\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eFREQUENCY (%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eFREQUENCY (%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eFREQUENCY (%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eHas stress negatively affected your ability to study?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e62(20.3%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e35(11.4%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e209(68.3%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eHas stress positively affected your ability to study?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e34(11.1%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e60(19.6%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e212(89.3%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eHas your GPA dropped since your first exams in pharmacy school\\u0026nbsp;?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e240(78.4%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e37(12.1%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e29(9.5%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDo the assignments stress you out?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e243(79.4%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e30(9.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e33(10.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDoes the work load and and course demands affect your academic performance?\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e243(79.4%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e30(9.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e33(10.8%)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"DISCUSSION\",\"content\":\"\\u003cp\\u003e \\u003cdiv class=\\\"BlockQuote\\\"\\u003e \\u003cp\\u003eAlthough some studies have already investigated the issue of stress among pharmacy students, this study is unique in that it not only focuses on the causes of stress but also probes different management approaches used by students to relieve stress.\\u003c/p\\u003e \\u003cp\\u003eThe survey respondents' demographic characteristics include gender, age, year of study, and accommodation status, Table\\u0026nbsp;\\u003cspan refid=\\\"Tab1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e,\\u003c/p\\u003e \\u003cp\\u003eThe majority of respondents were females (54.5% ) with 45.5% being males.\\u003c/p\\u003e \\u003cp\\u003eA significant proportion of students were between the ages of 18\\u0026ndash;24 (81.4%) which is the usual age range for tertiary students in Ghana currently (Ghana Statistical Service., 2018)\\u003c/p\\u003e \\u003cp\\u003eA significant number of students, about 55.0%, confirmed varying levels of stress based on their response to experiences within the last six months. This comes to confirm various studies that have confirmed various degrees of stress among students in universities and other tertiary institutions. This is especially so at specific levels of study which have very demanding workloads. This study indicated that the highest form of stress was reported among level 300 students, and then students in level 400 and 600.\\u003c/p\\u003e \\u003cp\\u003eThe triggers of stress were often associated with enormous academic workloads such as quizzes, reports, assignments, and the pressure from parents and guardians to perform very well academically. Stress has been said to hurt the academic performance of students. From the results obtained, the majority of the students reported that stress may or may not have hurt their ability to learn.\\u003c/p\\u003e \\u003cp\\u003eFor a healthcare student such as a student pharmacist, this is an everyday reality due to the nature and content of training. From the current research, it was ascertained that majority of the pharmacy students regularly experience stress during their undergraduate training, which is not necessarily surprising since previous studies have posited that healthcare students are usually more stressed than their non-healthcare counterparts. \\u003cb\\u003e(\\u003c/b\\u003eGarber MC, Huston SA, Breese CR. 2019 .\\u003cb\\u003e)\\u003c/b\\u003e\\u003c/p\\u003e \\u003cp\\u003eExcessive stress interferes with the person\\u0026rsquo;s ability to function normally. According to Spielberger,1971, anxiety states are characterized by subjective feelings of nervousness, worry, tension, or apprehension, and by arousal of the autonomic nervous system. Excessive anxiety also interferes with the person\\u0026rsquo;s ability to function normally. Any level of stress, if left unattended, can lead to sleep disorders, burnout, and a drop-out (Dyrbye \\u003cem\\u003eet al.\\u003c/em\\u003e, 2018)\\u003c/p\\u003e \\u003cp\\u003eFurthermore, a vast majority of students reported that their GPAs have reduced and that the workload and course demands affect their academic performance. Some studies indicate that too much stress negatively interfered with students' preparation, concentration, and performance while positive stress helps students achieve peak performance (Pfeiffer, 2001).\\u003c/p\\u003e \\u003cp\\u003eFinancial challenges with life on the university campus were also expressed by the majority of students (81.3% ) as key contributor to stress. Students on the university campus need money to buy food, clothing, books, and other educational materials to support their life. Inadequate finances could affect the psycho-social status and academic performance. There have been a number of reported studies of students who have been lured into robberies, prostitution, substance abuse, and other social vices due to financial challenges (Lee and Larson, 2000)\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eAdditionally, the inability to handle anxiety and emotional challenges was expressed by 45% of students as a major source of stress. A critical look at the age range of the majority of students points to the case of many young, inexperienced, and sometimes emotionally weak individuals who may have built strong and resilient emotional strength in life, yet (Mofatteh, M., 2020).\\u003cdiv class=\\\"BlockQuote\\\"\\u003e\\u003cp\\u003eIn their attempts to manage their stress, the pharmacy students adapted a combination of coping strategies. These included the use of alcohol and other substances. All the students (100% ) had used alcohol or a substance at least once in the course of their study to manage stress. The use of alcohol and other substances could be addictive, and contribute to a further drain on their finances in addition to their detrimental health effects in the immediate or long term (Amr \\u003cem\\u003eet al\\u003c/em\\u003e, 2011)\\u003c/p\\u003e\\u003cp\\u003eOther stress coping strategies adapted by students included watching movies, meditation. regular interaction with friends, sleep, and seeking advice from friends. Although these strategies may provide some relief of stress, it is imperative for students to get access to readily available and effective professional psycho-social and emotional services during their study. This could help avert the incidence of suicide, relationship abuse, and other social vices on the university campus. (Dyrbye et al., 2018.)\\u003c/p\\u003e\"},{\"header\":\"LIMITATION OF STUDY\",\"content\":\"\\u003cp\\u003eThe study faced certain limitations. First, the use of a self-administered questionnaire introduced the potential for information bias. Additionally, distributing the questionnaire via Google Forms posed some drawbacks. Accessing the questions required an internet connection, which may have prevented students without internet access from participating and sharing their perspectives on the study. Furthermore, as the study only included pharmacy students from a specific institution, it is not appropriate to generalize the results to all pharmacy students. Moreover, individuals' reported stressors may be subjective and not necessarily indicative of their actual stress levels. The study also encountered small sample sizes in certain subgroups, potentially resulting in insufficient statistical power. Notably, a significant portion of the responses came from students at a specific academic level, leading to uneven survey distribution and potential response bias.\\u003c/p\\u003e\"},{\"header\":\"CONCLUSION\",\"content\":\"\\u003cp\\u003e \\u003cdiv class=\\\"BlockQuote\\\"\\u003e \\u003cp\\u003ePharmacy students at KNUST commonly experience stress related to their academics, with academic workload and financial challenges being the primary causes. To cope with these stressors, most students utilize a combination of stress management strategies such as getting adequate sleep, consuming alcohol or other substances, watching movies, and prayer. It is essential to implement stress prevention and management programs that cater to the needs of the students, aiming to enhance both their academic performance and psychosocial well-being. Further research should explore the connection between stress and academic performance, as well as the students' overall quality of life.\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/p\\u003e \\u003cdiv id=\\\"Sec12\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eRECOMMENDATION\\u003c/h2\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"BlockQuote\\\"\\u003e \\u003cp\\u003eMore work needs to be done by school authorities to promote awareness of the issue among pharmacy students, recognize common stressors, and consider developing wellness programs that help pharmacy students pro-actively reduce stress. A program that helps with a wide range of work, family, and personal problems during the academic year would be necessary.\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Declarations\",\"content\":\"\\u003ch2\\u003eAuthor Contribution\\u003c/h2\\u003e\\u003cp\\u003eR.R.A wrote the main manuscript text and K.G.O reviewed the manuscript. All other authors reviewed the manuscript\\u003c/p\\u003e\\u003cp\\u003e\\u003cstrong\\u003eStatement of ethics approval :\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eApproval for the study was obtained from the Committee on Human Research, Publication and Ethics ( CHRPE) of the Kwame Nkrumah University of Science and Technology, Kumasi-Ghana.\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\n\\u003cli\\u003eABEL, M. H. 2002. Humor, stress, and coping strategies. 15\\u003cstrong\\u003e,\\u003c/strong\\u003e 365-381.\\u003c/li\\u003e\\n\\u003cli\\u003eALKHAWALDEH, A., AL OMARI, O., AL ALDAWI, S., AL HASHMI, I., ANN BALLAD, C., IBRAHIM, A., AL SABEI, S., ALSARAIREH, A., AL QADIRE, M. \\u0026amp; ALBASHTAWY, M. 2023. 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WHY STUDENTS FAIL/1, /1. \\u003cem\\u003eIndian Journal of Psychiatry,\\u003c/em\\u003e 14.\\u003c/li\\u003e\\n\\u003cli\\u003eYADAV, R., YADAV, R. \\u0026amp; KANT, R. 2023. Experimental study on laser bending of mild steel with buckling mechanism. \\u003cem\\u003eOptics \\u0026amp; Laser Technology,\\u003c/em\\u003e 167\\u003cstrong\\u003e,\\u003c/strong\\u003e 109803.\\u003c/li\\u003e\\n\\u003cli\\u003eYANG, Y. \\u0026amp; YANG, P. 2022. Effect of College Students\\u0026rsquo; Academic Stress on Anxiety Under the Background of the Normalization of COVID-19 Pandemic: The Mediating and Moderating Effects of Psychological Capital. \\u003cem\\u003eFrontiers in Psychology,\\u003c/em\\u003e 13.\\u003c/li\\u003e\\n\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":true,\"hideJournal\":true,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"researchsquare\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":true,\"externalIdentity\":\"\",\"sideBox\":\"\",\"snPcode\":\"\",\"submissionUrl\":\"/submission\",\"title\":\"Research Square\",\"twitterHandle\":\"researchsquare\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"\",\"reportingPortfolio\":\"\",\"inReviewEnabled\":false,\"inReviewRevisionsEnabled\":true},\"keywords\":\"\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-6135893/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-6135893/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003e\\u003cstrong\\u003eBackground: \\u003c/strong\\u003ePharmacy students often experience varying stress levels due to the demanding nature of their academic program. Understanding the relationship between stress, coping mechanisms, and academic performance is important to support student well-being and success. Several key sources of stress for pharmacy students have been identified, including academic demands such as exams and maintaining high grades, financial concerns, time management issues, and personal factors such as homesickness. Pharmacy students use a variety of coping strategies, including both adaptive (such as time management, exercise, and social support) and maladaptive (such as emotional eating and substance use) methods. The year of study was found to contribute to perceived stress levels.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eMethods: \\u003c/strong\\u003eThis cross-sectional study was conducted among undergraduate pharmacy students at KNUST. Informed consent and the objectives were outlined to every participant before they took part in the study. To maintain anonymity, names were excluded. The questionnaire adapted the 10-item Perceived Stress Scale (PSS-10) developed by Cohen and colleagues, the Brief COPE scale, and other literature sources. These were used to measure the degree of stress, factors causing stress, the effect of stress on academic performance, and different coping strategies students use to manage stress.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eResults: \\u003c/strong\\u003e\\u0026nbsp;Majority (55 %) of pharmacy students regularly experience stress during their undergraduate training. The causes of stress ranged from academic, social, to financial. The most frequent causes of stress were academic-related, which included academic performance, workload of assignments, and tests, which was found to be highest in level 600 and then between level 200 and level 400.\\u003c/p\\u003e\\n\\u003cp\\u003eFinancial-related factors were the second contributor to stress among students.\\u003c/p\\u003e\\n\\u003cp\\u003eMost of the students used a combination of coping strategies such as the use of alcohol and other drugs, meditation, sleep, regular meetings and social interactions with friends to manage their stress.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eConclusion: \\u003c/strong\\u003eA Significant number of\\u003cstrong\\u003e \\u003c/strong\\u003epharmacy students at KNUST experience stress, mainly related to their academic performance, workloads, and financial challenges. To cope with these stressors, most students adapt a combination of strategies including adequate sleep, consumption of alcohol or other substances, meditation, watching movies, and regular social interaction with friends.\\u003c/p\\u003e\\n\\u003cp\\u003eIt is essential to implement effective psychological support programs, stress prevention and management programs that cater to the needs of the students, aiming to enhance both their academic performance and psychosocial well-being. Further research should explore the connection between stress and academic performance, as well as the students' overall quality of life.\\u003c/p\\u003e\",\"manuscriptTitle\":\"An Assessment of Stress and Coping Strategies Among Pharmacy Students of Knust and its Relation to Academic Performances\",\"msid\":\"\",\"msnumber\":\"\",\"nonDraftVersions\":[{\"code\":1,\"date\":\"2025-03-20 08:20:34\",\"doi\":\"10.21203/rs.3.rs-6135893/v1\",\"editorialEvents\":[{\"type\":\"communityComments\",\"content\":0}],\"status\":\"published\",\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"researchsquare\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":true,\"externalIdentity\":\"\",\"sideBox\":\"\",\"snPcode\":\"\",\"submissionUrl\":\"/submission\",\"title\":\"Research Square\",\"twitterHandle\":\"researchsquare\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"\",\"reportingPortfolio\":\"\",\"inReviewEnabled\":false,\"inReviewRevisionsEnabled\":true}}],\"origin\":\"\",\"ownerIdentity\":\"bb64c72a-6fcf-4785-a2c8-a6e0a610594b\",\"owner\":[],\"postedDate\":\"March 20th, 2025\",\"published\":true,\"recentEditorialEvents\":[],\"rejectedJournal\":[],\"revision\":\"\",\"amendment\":\"\",\"status\":\"posted\",\"subjectAreas\":[],\"tags\":[],\"updatedAt\":\"2025-04-17T13:08:23+00:00\",\"versionOfRecord\":[],\"versionCreatedAt\":\"2025-03-20 08:20:34\",\"video\":\"\",\"vorDoi\":\"\",\"vorDoiUrl\":\"\",\"workflowStages\":[]},\"version\":\"v1\",\"identity\":\"rs-6135893\",\"journalConfig\":\"researchsquare\"},\"__N_SSP\":true},\"page\":\"/article/[identity]/[[...version]]\",\"query\":{\"redirect\":\"/article/rs-6135893\",\"identity\":\"rs-6135893\",\"version\":[\"v1\"]},\"buildId\":\"XKTyCvWXoU3ODBz1xrDgd\",\"isFallback\":false,\"isExperimentalCompile\":false,\"dynamicIds\":[84888],\"gssp\":true,\"scriptLoader\":[]}","source_license":"CC-BY-4.0","license_restricted":false}