1.1 Introduction
Mental stress has been linked to various physiological responses such as altered immune function, cardiovascular issues, and disrupted sleep patterns (Smith & Jones, 2020). These effects not only affect students during their university years but can also have long-term consequences into their professional lives. in the bustling environment of university life, students often encounter substantial mental stress due to academic pressures, social challenges, and personal expectations. This stress can profoundly impact their physical health, contributing to a range of physiological manifestations. Stress is a pervasive element of modern life, is the body's response to various demands or threats, real or perceived. It manifests through a range of physical, emotional, and behavioral reactions. While a certain level of stress can be beneficial, acting as a motivator and enhancer of performance, chronic stress poses significant health risks.
This chapter will address the background information that motivated this study, the challenges that prompted it, its aim, and its objectives as a preface to subsequent sections of the study. Additional factors include the study's significance, scope, limitations, research questions and hypotheses, and the definition of technical terms.
1.2 Background of Study
In the 1990s and early 2000s, studies increasingly highlighted the interconnectedness between mental and physical health in the university setting. Researchers observed that prolonged exposure to stress could lead to disruptions in immune function, hormonal imbalance, cardiovascular problems, and gastrointestinal disorders among students (Johnson & Smith, 2005). These findings underscored the need for holistic approaches to student well-being that address both mental and physical health concerns. By the late 2000s and into the 2010s, research efforts intensified to identify protective factors and effective interventions. Studies began to emphasize the role of resilience, coping strategies, social support networks, and lifestyle factors in mitigating the negative impacts of stress on physical health (Brown & Davis, 2012).
The transition to university life marks a significant period of change and growth for many young adults, but it also introduces numerous stressors that can impact both their mental and physical well-being. Academic demands, financial pressures, social challenges, and the need to adapt to a new environment all contribute to heightened levels of stress among students (Jones & Smith, 2019). Research indicates that prolonged exposure to such stressors can lead to adverse effects on physical health. These effects may include increased susceptibility to illnesses, exacerbated chronic conditions, and even heightened risk of developing mental health disorders such as anxiety and depression (Brown & Davis, 2018). Furthermore, the lifestyle changes often associated with university life, such as irregular sleep patterns, and decreased physical activity, can further exacerbate these health outcomes (Green & White, 2020).
In recent years, the focus has shifted towards developing effective interventions to manage stress and mitigate its health effects. Techniques such as mindfulness-based stress reduction, cognitive-behavioral therapy, and lifestyle modifications, including regular exercise and healthy diet, have been shown to be effective in reducing stress and improving health outcomes (Hölzel et al., 2011; Richardson & Rothstein, 2008). Stress related to school is a common issue in many institutions, but it is especially bad in the human services sector, where teachers make up the majority of the workforce (Schaufeli and Greenglass, 2001). Teaching is a challenging profession by definition, claims Sarafino (2002). Beginning in the middle of the 1950s, stress was seen as a serious health issue and as a danger at work (Jennings, B.M., 2009).
According to Naturale (2007), stress is a state in which a person responds to or encounters something different from a new opportunity, the constraints, and the amount of work required in accordance with the demand. One may also argue that this stressful circumstance is a strong one in which the desired and perceived outcomes are both equally significant and uncertain at the same time. But after closely observing stress, scientists have concluded that stress itself, or even just the word "stress," may either increase pressure or tension, both of which can be harmful. The economic burden of stress-related health issues is substantial, encompassing healthcare costs, and lost productivity. Chronic stress can lead to frequent medical visits, increased medication use, and extended periods of sick leave, all of which contribute to higher healthcare expenditures and economic losses for individuals and society (Cooper & Dewe, 2008). The role of stress in accelerating aging and influencing genetic expression has also been a significant area of research, with findings indicating that stress can shorten telomeres, the protective caps on chromosomes, thereby impacting cellular aging and longevity (Epel et al., 2004). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Implications of Mental Stress on Physical Health of Students in University.
1.3 Statement of Problems
An investigation showed that chronic stress adversely affects health; the underlying mechanisms are not fully understood. Research indicates that stress impacts various biological systems, including the cardiovascular, endocrine, and immune systems. However, the exact pathways through which stress contributes to specific health outcomes, such as cardiovascular disease or mental health disorders, require further elucidation (McEwen, 1998; Chrousos, 2009).
Furthermore, certain populations are more vulnerable to the adverse effects of stress, including individuals with low socioeconomic status, racial and ethnic minorities, and those with pre-existing health conditions. These groups often experience higher levels of chronic stress due to factors such as financial instability, discrimination, and limited access to healthcare (Williams & Mohammed, 2009).
Moreover, mental stress in university settings often correlates with higher rates of mental health disorders such as anxiety and depression, which themselves can further compromise physical health through behavioral factors like decreased physical activity and poor self-care (Wang et al., 2007). Hence, it is against this backdrop that this study aims to examine the impact of stress and health and it's health implications.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Implications of Mental Stress on Physical Health of Students in University. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the psychological mechanisms linking chronic stress to mental health disorders on University students’ physical health;
- To investigate the relationship between mental stress and mental health disorders among university students;
- To identify populations at higher risk of stress-related health problems and the factors contributing to their vulnerability;
- To explore coping mechanisms and resilience factors that mitigate the negative impacts of stress on physical health; and
- To propose recommendations for interventions and support strategies to promote better mental and physical health outcomes in university settings.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are populations at higher risk of stress-related health problems and the factors contributing to their vulnerability?
- Is there significant relationship between mental stress and mental health disorders among university students?
- What are the psychological mechanisms linking chronic stress to mental health disorders on University students’ physical health?
- What are the coping mechanisms and resilience factors that mitigate the negative impacts of stress on physical health?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: Effective coping strategies and positive cognitive appraisal does not mediate the negative impact of stress on mental health outcomes of University Students
- H02: Increased levels of mental stress among university students are associated with adverse effects on their physical health, including compromised immune function, elevated cardiovascular risks, disrupted sleep patterns, and exacerbated mental health disorders
1.7 Significance of Study
The outcome of the findings from this study can advocate for policy changes and institutional practices that prioritize student mental and physical health. It underscores the importance of creating supportive environments within universities that foster a culture of well-being and academic success. Also, this research sheds light on the interconnectedness of mental and physical health domains, emphasizing the need for integrated support systems in educational settings.
Furthermore, the findings of this research study will contribute immensely to the body of scientific knowledge on stress and health, providing a foundation for future research and fostering a deeper understanding of the complex interplay between psychological stress and physical health.
1.8 Scope of Study
The scope of the research is focused on the impact of Implications of Mental Stress on Physical Health of Students in University using University of Benin (UNIBEN) in Edo State as a case study.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Lack of Initial Cooperation from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Stress:
Stress is your body’s way of responding to any kind of demand or threat. When you sense danger whether it’s real or imagined the body’s defenses kick into high gear in a rapid, automatic process known as the “fight-or-flight” reaction or the “stress response”.
Chronic Stress:
Chronic stress refers to a consistent sense of feeling pressured and overwhelmed over a long period. This type of stress can lead to wear and tear on the body and result in health problems.
Acute Stress:
Acute stress is a type of stress that is short-term and typically arises from specific situations or events that are perceived as immediate threats.
Perceived Stress:
Perceived stress refers to the feelings or thoughts an individual has about how much stress they are under at a given point in time or over a certain period.
Psychological Stress:
Psychological stress involves the emotional and cognitive response to perceived threats or challenges, including feelings of anxiety, tension, and worry.
Health Implications:
Health implications refer to the potential effects or outcomes that stress can have on an individual's physical and mental health. These include both short-term and long-term consequences such as increased risk of chronic diseases, mental health disorders, and decreased quality of life.
