One of these criteria focuses on the causes of stress, and it generates such terms as marital stress, familial stress, work-related stress and academic stress .
On the Social Support Scale, which measures satisfaction with the size and quality of one’s social support network, we found that scores increased with the students’ year in high school.
First and second year students had T scores of 55.27 and 60.22, respectively (within normal limits), but the T score for the third year students was significantly higher (64.07, p found normal to high stress levels in college students, but he focused specifically on “academic stress,” whereas we evaluated stress more generally.
According to the cognitive-transactional model of stress, stress is the dynamic relationship between an individual and the environment in which a stimulus (whatever it is) disturbs an individual’s homeostasis, causing him/her to respond to the situation with all available resources When this occurs, we evaluate the demand relative to our available resources, and the amount of stress we experience is governed by the following rule: the more resources we have, the less stress we will experience .
Many criteria are used to categorize stress, and this leads to many terms for different types of stress.
These data indicate that the students in our sample are well protected against stress, because most of them reported normal stress levels, the T score for the Prevention subscale was above 60, and no risk factors were observed.
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However, there are some significant differences between men and women, as indicated in Table 1. As we can see, men scored higher than women on the Health Habits Scale (Mann–Whitney U Test for two independent samples, p = 0.006), indicating that the men in our sample reported better health habits than did the women.Competing interests The authors have declared that no competing interests exist.Citation: María Guadalupe Acosta-Gómez, José María De la Roca-Chiapas, Alicia Zavala-Bervena, Antonio Eugenio Rivera Cisneros, Verónica Reyes Pérez et al.(2018) Stress in High School Students: A Descriptive Study.Journal of Cognitive Behavioral Therapy - 1(1):1-10.The students reported that their sources of stress were: 1) exams, 49%; 2) choosing a career, 12.83%; 3) family problems, 9.54%; 4) economic difficulties, 11.86%; 5) problems with boyfriend/girlfriend, 4.93%; 6) having a relative or a friend with an illness, 4.28%; 7) personal health problems, 3.62%; 8) homework, 3.29%; 9) teachers, 2.96%; and 10) other, 1.97 %.There were no great sex differences here, as the first five sources of stress were the same for men and women.a) Determine the general level of stress among high school students; b) identify the students’ main sources of stress; c) identify the students’ main responses to stress; d) determine if students have protections against or risk factors for stress.This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.The sample was 335 high school students between the ages of 15 and 19 years at ENMS in Guanajuato, Mexico.Necessary permissions were obtained from the high school (ENMS Salamanca), and the study was carried out in accordance with the ethical principles of the American Psychological Association (American Psychological Association) . When recruited, participants were informed that all data collected would be confidential, but that they could access their own results if they desired.