The positive side of stress: exploring the factors that influence Generation Z's survival in tertiary education
Keywords:
Eustress, Peer Pressure, Financial Support, Academic Responsibility, Generation Z, StudentsAbstract
Eustress, a constructive form of stress, supports performance and health and is becoming increasingly important in academia. This research aims to examine the relationships among peer pressure, financial status, academic responsibility, and stress among Generation Z students in Negeri Sembilan. It is therefore necessary to appreciate its roots to proceed proactively with overhauling the student profile. A cross-sectional research design was adopted to conduct this study. 350 participants from various educational institutions in Negeri Sembilan were recruited, and data collection used a pre-tested, structured questionnaire. The data analysis used the Statistical Package for the Social Sciences (SPSS) version 27, primarily for descriptive and regression analyses. The study revealed a positive correlation between eustress and the three investigated factors. Academic responsibility emerged as the most influential factor, with a weighted coefficient of 0.319. Peer pressure was closely followed by the previous result, with β = 0.303, indicating a positive impact on eustress. While positively related to eustress, financial status was less influential than other variables. These findings highlight the importance of supportive academic responsibilities and peer networks in fostering eustress. The study emphasizes the need for educational policies and practices that provide comprehensive, practical student support, particularly financial support.
References
Adom, D., Chukwuere, J., & Osei, M. (2020). Review: Academic Stress among Faculty and Students in Higher Institutions. Pertanika: Social Sciences & Humanities, 28 (2), 1055 – 1064.
Anniko, M. K., Boersma, K., Tillfors, M., & Perrin, S. (2019). Sources of stress and worry in the development of stress-related mental health problems: A systematic review. Psychological Medicine, 49(9), 1259-1268. https://doi.org/10.1080/10615806.2018.1549657
Baytak, A., Tarman, B., & Ayas, C. (2011). Experiencing technology integration in education: children's perception. International Electronic Journal of Elementary Education, 3 (2), 139-151. Retrieved from https://files.eric.ed.gov/fulltext/EJ1052441.pdf
Dang, E. I., & Bulus, E. J. (2015). The impact of finance on the academic performance of secondary school students in Akwanga Local Government of Nassarawa State, Nigeria. Journal of Social Sciences and Public Policy, 7(2), 44-54.
Daud, A., Ghani, E. K., & Hamid, F. Z. (2018). Financial literacy and satisfaction among university students: A case study. Journal of Business and Social Development, 6(2), 1-10.
Drentea, P., & Reynolds, J. R. (2012). Neither a Borrower Nor a Lender Be: The Relative Importance of Debt and SES for Mental Health Among Older Adults. Journal of Aging and Health, 24(4), 673–695. https://doi.org/10.1177/0898264311431304
Evans JD. (1996) Straightforward Statistics for the Behavioral Sciences. Brooks/Cole Publishing; Pacific Grove, Calif.
Goldsmith, P. R. (2011). Coleman revisited: School segregation, peers, and frog ponds. American Educational Research Journal, 48(3), 508-535. https://www.doi.org/10.3102/0002831210392019
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate Data Analysis (8th ed.). Cengage Learning.
Hargrove, M. B., Becker, W. S., & Hargrove, D. F. (2015). The HRD eustress model: Generating positive stress with challenging work. Human resource development review, 14(3), 279-298. https://doi.org/10.1177/1534484315598086.
Hargrove, M. B., Quick, J. C., Nelson, D. L., & Quick, J. D. (2013). The theory of preventive stress management in organizations. American Psychological Association.
Heikkilä, P., Mattila, E., & Ainasoja, M. (2018). Designing a eustress toolbox: from entrepreneur experiences to an online service. Human Technology, 14(2), 233-257. https://doi.org/10.17011/ht/urn.201808103818
Ismail, N. and Zaki, N. (2019). Does financial literacy and financial stress effect the financial wellness?. International Journal of Modern Trends in Social Sciences, 1-11. https://doi.org/10.35631/ijmtss.28001
Ismail, N., Ngah, N., & Abdullah, N. (2020). Eustress and its influence on student motivation and academic performance in higher education. International Journal of Education and Development using Information and Communication Technology, 16(1), 11-26.
Kathuria, V. (2023). Gen Z’s engagement wiZ'sthe metaverse: mediated role of symbolic gratification and desired enhancement of reality and moderated role of gender. Metamorphosis, 22(2), 133-145. https://doi.org/10.1177/09726225231218055
Kim, H. Y., Kim, J. H., & Kim, S. H. (2018). The relationship between academic responsibility, self-directed learning, and academic satisfaction among university students. The Journal of Educational Research, 111(6), 595-603.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610.
Lazarus, R. S., & Folkman, S. (1987). Transactional theory and research on emotions and coping. European Journal of personality, 1(3), 141-169.
Lilly, J. (2021). The positive side of peer pressure: employees as “enforcers” of po"itive cul"ural values. Development in Learning Organizations an International Journal, 35(5), 4-6. https://doi.org/10.1108/dlo-11-2020-0228
Lou, W. (2023). Research on the influence of peer pressure on adolescents. Lecture Notes in Education Psychology and Public Media, 8(1), 163-169. https://doi.org/10.54254/2753-7048/8/20230090
Lou, W. (2023). Research on the influence of peer pressure on adolescents. Lecture Notes in Education Psychology and Public Media, 8(1), 163-169. https://doi.org/10.54254/2753-7048/8/20230090
Lu, K. and Brown, C. (2023). Susceptibility to peer pressure among adolescents: biological, demographic, and peer-related determinants. Journal of Student Research, 11(1). https://doi.org/10.47611/jsr.v11i1.1576
Mahendra, R. Nugroho, M., Pristiana, U. (2023). The Influence of Economic Status, Financial Literacy, Financial Management on Z Generation’s Life Generation's Consumptive Behavior as Moderation Variable. Journal of economics, finance and management studies. https://doi.org/10.47191/jefms/v6-i1-32
Martincová, J., Fridrichová, S., & Bílá, M. (2022). Analysis of the Pedagogical Aspects of Academic Stress Research at University: A Systematic Review. Journal of Higher Education Theory and Practice, 22(13), 185-198. https://doi.org/10.33423/jhetp.v22i13.5512
McShane, S.L. & Von Glinow, M.A.Y. (2024). Organizational Behavior: Emerging Knowledge, Global Reality. 10th Edition. New York: McGraw Hills Inc.
Mgoduka, S. (2023). An analysis of challenges faced by academics during the transition from contact to online learning. E-Journal of Humanities Arts and Social Sciences, 130-140. https://doi.org/10.38159/ehass.202341412
Mohamad Amin, A. F., Zakaria, Z., Spawi, M., Sulieman Isleh, A. R., & Anuar, N. A. (2024). Trend Persekitaran Sosial dan Implikasi Terhadap Tanggungjawab Diri Remaja Generasi Z: Social Environment Trends and Implications for The Self-Responsibility of Generation Z. ‘Abqari Journal, 31(2), 131–142. https://doi.org/10.33102/abqari.vol31no2.654
Patra, D., & Gohain, M.M. (2026). Social Intelligence and Social Adjustment of Entry-Level College Students in Jorhat District of Assam, India. International Journal of Cyber Behavior Psychology and Learning, 16(1), 1–15. https://doi.org/10.4018/ijcbpl.406107
Renaldo, N., Sudarno, S., & Marice, H. B. (2020). The improvement of Generation Z financial well-being in Pekanbaru. Jurnal Manajemen Dan Kewirausahaan, 22(2), 142-151. https://doi.org/10.9744/JMK.22.2.142-151
Sabakun, Naher, Shetu., Kashfia, Maisha., Sadia, Islam, Promi. (2024). The Relationships among Social Stress, Self-Regulation, Addictive Smartphone Use, and Social Media Usage Behaviour of Generation Z. International Journal of Business and Technopreneurship, 14(2). https://doi.org/10.58915/ijbt.v14i2.628
Santoso, R. A., Vilantika, E., Soelistya, D., & Liu, Y. (2024). Locus of Control Mediates The Impact of Financial Knowledge, Attitudes, and Experience on Financial Behavior. Jurnal Manajemen Bisnis, 15(2). https://doi.org/10.18196/mb.v15i2.23506
Seaward, B. L. (2018). Managing stress: Principles and strategies for health and wellbeing (9th ed.). Jones & Bartlett Learning.
Sekaran, U. (2006). Research methods for business: A skill-building approach (5th ed.). John Wiley & Sons.
Selye, H. (1974). Stress Without Distress.New York: J.B. Lippincott Company.
Sianipar, B. A., Purnamasari, E. D., & Ulum, M. B. (2023). Pengaruh Literasi Keuangan dan Lifestyle Hedon Terhadap Perilaku Keuangan Gen-Z pada Mahasiswa Prodi Manajemen Angkatan 2020 Universitas Indo Global Mandiri Palembang. Ekono Insentif, 17(2), 84-95. https://www.doi.org/10.36787/jei.v17i2.1167
Silva, E., Aguiar, J., Reis, L. P., Sá, J. O. E., Gonçalves, J., & Carvalho, V. (2020). Stress among Portuguese medical students: the eustress solution. Journal of Medical Systems, 44, 1-6. https://doi.org/10.1007/s10916-019-1520-1
Simegn, E. (2017). Assessing the influence of attitude towards mathematics on achievement of grade 10 and 12 female students in comparison with their male counterparts: Wolkite, Ethiopia. International Journal of Secondary Education, 5(5), 56. https://doi.org/10.11648/j.ijsedu.20170505.11
Singh, I., & Gupta, K. (2021). The Impact of Financial Literacy on Investor Attitudes and Decision-Making: An Empirical Analysis. Journal of General Management Research, 8(2).
Smith, L. (2018). The Role of Academic Responsibility in Motivation and Engagement: A Qualitative Study. Journal of Educational Research, 32(4), 567-589.
Spyrou, S. (2020). Children as future-makers. Childhood 27, 3–7. https://doi.org/10.1177/0907568219884142
Student Affair Department. (2023). Interview data. 11 November 2023.
Tus, J. (2020). Academic stress, academic motivation, and its relationship on the academic performance of the senior high school students. Asian Journal of Multidisciplinary Studies, 8(11), 29-37
Verma, R., & Bajaj, N. (2022). Comparative Study on Private and Public Sector Bank's Employees Bank'shi-NCR with Respect to Eustress Management. Sachetas, 1(3), 60-67. https://doi.org/10.55955/130006
Wu, W., Pu, Y. & Shi, J. Nanomedicine-enabled chemotherapy-based synergetic cancer treatments. J Nanobiotechnol 20, 4 (2022). https://doi.org/10.1186/s12951-021-01181-z
Wubet, D. (2021). The relationship among negative peer pressure, drinking alcohol and early sexual engagement among secondary school students’ in assostudents'west of ethiopia.. https://doi.org/10.21203/rs.3.rs-275610/v1
Xu, L., Zhang, J., Ding, Y., Zheng, J., Sun, G., Zhang, W., … & Philbin, S. (2023). Understanding the role of peer pressure on engineering students' learning behavior: a TPB perspective. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.1069384
Yeng, K. Y., & Mohamad, Z. S. (2023). A Case Study on Peer Influence and Peer Pressure in Juvenile Delinquency. International Journal of Academic Research in Business and Social Sciences, 13(8), 379– 392. https://dx.doi.org/10.6007/IJARBSS/v13-i8/17440
Yusoff M.S., Abdul Rahim A.F., & Yaacob M.J. (2010). Prevalence and Sources of Stress among Universiti Sains Malaysia Medical Students. Malaysian J. Med Sci., 17(1), 30-37.
Zhang, X. (2023). Peer pressure and web-based peer learning: an exploratory case study. Education and Information Technologies, 28 (8), 10405–10420. https://doi.org/10.1007/s10639-023-11609-8
Published
Abstract Display: 0 
PDF Downloads: 0 Issue
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a