Professional Documents
Culture Documents
Ulasan 2 JURNAL Tekanan
Ulasan 2 JURNAL Tekanan
KUMPULAN KULIAH : D
PENSYARAH : ABDUL AZIZ BIN ABDUL SHUKOR
DISEDIAKAN OLEH :
NAMA : SITI ZUBAIDAH BT IBRAHIM
NO MATRIK : D20091035632
SEMESTAR : TIGA
Isi kandungan
Bil
Isi kandungan
1.0
Pendahuluan
2.0
Ulasan jurnal
2-6
3.0
Penutup
Biblografi
Muka
surat
6
7-8
Lampiran
1.0
Pendahuluan
Masalah stress merupakan satu masalah kormesial yang menggangu setiap pelajar di
institusi pengajian tinggi. Masalah stress ini terlalu sukar untuk ditanggani akan tetapi gangguan
stress ini boleh dielakkan melalui dua cara iaitu melalui cara reaktif dan proaktif. Isi kandungan
jurnal ini akan membincangkan cara menanggani masalah stress melaui cara proaktif yang lebih
berkesan berbanding dengan cara reaktif. Pelajar institusi pengajian tinggi banyak mengalami
stress dari segi kognatif, emosi dan psikologi yang akan menggugat prestasi pembelajaran
mereka.
Pelbagai takrifan yang dibuat mengenai stress. Antaranya ialah DAurora dan Firman
(1998), memberi takrifan stress sebagai ketegangan emosi yang akan meningkat daripada
peristiwa yang lalu dan merasakan peristiwa itu sebagai satu ancaman kepada kehidupan mereka.
Manakala menurut Roney dan Cooper (1997), menyatakan bahawa stress sebagai reaksi pesakit
yang mengalami masalah tekanan yang tinggi dan mereka bimbang jika mereka tidak mampu
untuk mengatasi tekanan tersebut. Murdock dan Scott (1993), menyatakan stress merupakan
satu reaksi ketidakseimbangan antara permintaan dan kemampuan untuk menanggani stress.
Secara keseluruhanya, stress merupakan satu reaksi masalah yang berlaku ekoran daripada
pelbagai masalah yang timbul dan menyukarkan untuk mereka mengatasinya.
Setiap peristiwa yang berkaitan dengan stress seharusnya kita lebih peka bagi
membolehkan sebarang tindakan yang diambil tidak akan menjejaskan pesakit. Oleh sebab itu,
seseorang mampu untuk belajar menangani stress secara proaktif. Setiap peristiwa yang berlaku
seharusnya boleh dijadikan sebagai panduan menanggani stress agar masalah stress ini tidak lagi
berulang. Masyarakat di sekitar pelajar yang menghadapi masalah ini juga seharusnya lebih
peka akan perubahan yang berlaku pada setiap individu di sekeliling mereka agar tidak
menghadapi masalah stress yang keterlaluan. Individu yang mengalami masalah stress ini akan
mengunakan pendekatan reaktif bagi mengatasi masalah ini akan tetapi mereka mengunakan
kedua-dua pendekatan iaitu pendekatan reaktif dan juga pendekatan proaktif dalam menanggani
masalah stress.
2.0
Ulasan Jurnal
Masalah stress dalam kalangan mahasiwa berpunca daripada pengurusan masa yang tidak
berkesan.
Menurut kajian daripada Samsiah Jayos (2005) antara 155 pelajar matrikulasi
dijumpai mendapati bahawa 91% daripada bilangan pelajar mendapati bahawa tidak memiliki
masa yang cukup untuk menyelesaikan tugas yang diberikan. Selain daripada itu juga, kajian
juga mendapati bahawa terlalu banyak tugasan dan mata pelajaran yang diambil akan
menyebabkan stress yang tinggi. Disamping itu juga, punca stress ini berlaku kerana mereka
banyak memikirkan mengenai peperiksaan yang bakal mereka hadapi. Perubahan gaya hidup
juga boleh menyebabkan berlakunya stress kerana kebanyakan pelajar yang datang dari
pendalaman tidak biasa dengan kehidupan di bandar dan akan menyebabkan stress kerana
mereka perlu menyesuaikan diri dengan perubahan persekitaran yang berlaku.
Bagi menanggani masalah stress ini pelbagai langkah proaktif perlu diambil agar masalah
stress ini tidak akan menggangu pembelajaran mereka. Oleh sebab itu, semua pihak seharusnya
lebih peka akan masalah ini dan cuba membantu golongan yang mengalami masalah stress.
berfikirnya penuh dengan kekacauan. Faktanya mungkin tidak lengkap. Analisisnya tidak tepat
dan kesimpulan yang diambil juga tidak membayangkan adanya pemikiran yang mendalam
terhadap sesuatu isu atau perkara. Oleh sebab itu, langkah mengatasi stress secara reaktif kurang
berkesan.
Kaedah yang kedua untuk mengatasi stress ialah melalui kaedah proaktif. Kaedah ini
dikata lebih berkesan berbanding dengan kaedah reaktif. Orang yang berjaya ialah mereka yang
melihat masalah melalui perspektif yang betul dengan sikap yang betul. Dengan cara demikian
ujian bertukar menjadi cabaran, masalah bertukar menjadi peluang, tekanan menjadi rangsangan.
5
Jenis-jenis proaktif
Proaktif
menghadapi
kemahiran
meliputi
perancangan,
penetapan
tujuan,
pengorganisasian, dan stimulasi mental (Aspinwall & Taylor, 1997). Kemahiran perancangan
membolehkan para pelajar untuk mencapai segala tujuan yang dirancangkan dengan
menggunakan strategi yang berkesan.
membolehkan para pelajar mengenali apakah tujuan utama mereka dan seharusnya apa yang
mereka perlu lakukan untuk mencapai segala tujuan yang telah ditetapkan. Kemahiran
pengorganisasian pula merujuk kepada cara bagaimana pelajar berkenaan mengendalikan segala
perkara yang berkaitan dengan kehidupan mereka agar mencapai segala perancangan dan tujuan
yang mereka inginkan. Manakala stimulasi mental pula merujuk kepada keteguhan mental
pelajar dalam menjalani dan mengkoordinasikan segala kemahiran yang mereka ada.
Menurut Greenglass, Schwarzer, Jakubiec et al. (1999), terdapat tujuh jenis skala proaktif
bagi mengatasi perilaku dan persediaan mereka dan dinamakan sebagai Proaktif Mengatasi
Inventory (PCI). Antaranya ialah skala mengatasi proaktif, skala mengatasi reflectif , stategi
perancangan, jenis pencegahan, sokongan instrumental, sokongan emosional dan jenis
penghindaran.
Perilaku
proaktif
ini
perlu
diajarkan
oleh
para
kaunselor
dalam institusi pendidikan tinggi untuk melengkapkan teknik pengurusan stress yang biasa.
Kombinasi proaktif mengatasi sebelum dan reaktif mengatasi konstruktif selepas terjadinya
stress adalah strategi pengurusan stres terbaik.
Rakan-rakan mereka yang terdekat sangat memainkan peranan yang penting bagi mengurangkan
stress yang dihadapi.
Ida Hartina (2003), mengatakan bahawa pihak lain mampu mengurangkan bebanan stress
yang dihadapi oleh pelajar melalui beberapa cara antaranya ialah dengan mengurangkan bebanan
tugas yang diberikan kepada pelajar, pensyarah seharusnya mempunyai masa yang lebih banyak
dengan pelajar mereka, melalui persekitaran belajar yang lebih kondusif dan banyak peluang
untuk bertemu dengan kaunselor bagi berkongsi masalah dan pendapat.
3.0
Kesimpulan
Masalah stress ini perlu ditanggani dengan berkesan agar pembelajaran tidak akan
terganggu. Bagi mengisi pengisian mengenai cara menanggani masalah stress ini para pelajar
perlu untuk manghadiri kursus dan seminar
Setiap pelajar
seharusnya pandai mengatasi masalah stress supaya tidak akan menjejeska pembelajaran mereka.
Pelbagai cara boleh digunakan untuk mengatasi mesalah stress ini dan semuanya bermula dari
dalam diri setiap pelajar. Masyarakat sekeliling hanya sebagai pembantu dan pendengar masalah
yang dihadapi oleh mereka sahaja tetapi segala tindakan bagi mengatasi masalah stress ini akan
dilakukan sendiri oleh pelajar berkenaan.
Hasil daripada pembacaan jurnal ini dapat disimpulkan terdapat dua cara bagi
menanggani masalah stress yang boleh dilakukan oleh setiap pelajar. Segala cara yang diambil
bagi mengatasi masalah stress ini mempunyai kelebihan dan kelemahanya yang tersendiri dan
ianya bergantung kepada cara bagaimana pelajar itu sendiri yang menanggani masalah stress
yang dihadapi oleh mereka.
Bibliografi
Arthur, H., & Hiebert, B. (1994). Investigating gender differences on coping. Paper
presented at the annual meeting and the exhibition of the American Research
Association. CD-ROM. No. ED 373848.
Aspinwall, L. G., & Taylor, S. E. (1997). A stitch in time: Self-regulation and proactive
coping. Psychological Bulletin, 121,417-436.
Charles, C. L. (2000). Why is everyone so cranky? New York: St. Martin's Press.
Compas, B. (1987). Coping with stress during childhood and adolescence. Psychological
Bulletin, 101, 393-403.
Corey, G., & Corey, M. S. (1997). / never knew I had a choice (6th ed.). Pacific Grove,
CA: Brooks/Cole.
Dacey, J., & Kenny, M. (1997). Adolescent development (2nd ed.). Boston: McGrawHill.
D'Aurora, D. L., & Fimian,M. J. (1988). Dimensions of life snd school stress experienced
by young people. Psychology in the Schools, 25,44-53.
Davidson, J. (1999). The complete idiot's guide to managing stress (2nd ed.). New York:
Alpha Books.
Greenglass, E., Fiksenbaum, L., & Burke, R. J. (1996). Components of social support,
buffering effects and burnout: Implications for psychological functioning. Anxiety,
Stress, and Coping, 9, 185-197.
Greenglass, E., Schwarzer, R., Jakubiec, D., Fiksenbaum, L., & Taubert, S. (1999, July
12-14). The Proactive Coping Inventory (PCI): A multidimensional research
instrument. Paper presented at the 20th International Conference on Stress an
Anxiety Research Society (Star), Cracow, Poland.
Greenglass, E. R. (2001), Proactive coping, work stress and burnout. Stress News, 13(2),
5-8.
Greenglass, E. R., Schwarzer, R., & Taubert, S. (1999). The Proactive Coping Inventory
(PCI): A multidimensional research instrument. On-line publication, available
athttp://userpage.fu-berlin.de/~health/greenpci.htm
Holmes, T. H., & Rahe, R. H. (1967). Social Readjustment Rating Scale. Journal of
Psychosomatic Research, ii, 213-218.
Ida Hartina Ahmed Tharbe (2003, Oktober 19-21). Memahami stres di kalangan remaja
di pusat pengajian tinggi. Prosiding Seminar Kebangsaan Memperkasakan Sistem
Pendidikan. Fakulti Pendidikan, Universiti Teknologi Malaysia.
McFarlane, A. H., Bellissimo, A., Norman, G. R., &Lange, P. (1994). Adolescent depression
in a school based community sample: Preliminary findings on contributing social
factors. Journal of Youth and Adolescence, 23(6), 601-620.
Murdock, A., & Scott, C. (1993). Personal effectiveness. London: Heinemann.
Peach, L. (1991). A study concerning stress among high school students in selected rural
schools. Paper presented at the Annual Education Conference, Cookeville, TN.
August, 12, 1991. (CD-ROM). ERIC Document Reproduction Service No. ED
336253. 66 Masalah Pendidikan 2006, Universiti Malaya
Roney, A., & Cooper, C. (1997). Professionals on workplace stress: The essential facts.
New York:Wiley.
Samsiah Jayos (2005). Tekanan di kalanganpelajar Matrikulasi di sebuahpusatpengajian
tinggi. Unpublished Project Paper, Masters of Counseling, University of Malaya.
Schwarzer, R. (1999). The Proactive Attitude Scale (PA Scale), [Online publication]
Available at http://userpage.fu-berlin.de/~health/proactive.htm
Taylor, S. E., & Brown, J. D. (1994). Positive illusions and wellbeing revisited: Separating
fact from fiction. Psychological Bulletin, 116,21-27.
Weiten,W., & Lloyd, M. A. (1994). Psychology applied to modern life: Adjustment in the
90s (4th ed.). Pacific Grove, CA: Brooks/ Cole.
West, C. K., & Wood, E. S (1970). Academic pressure on public school students.
Educational Leadership, 3(4), 585-587.
Youngs, B. B. (1986). Helping your teenagers deal with stress. New York: St Martin's
Press.
10
LAMPIRAN
11
12
13
Therefore, it is relatively true to say that stress is not merely caused by a single event but
rather by a combination of life events.
Perhaps one of the obvious flaws in stress management among students, besides time
management, is the inability to plan for upcoming obstacles in the study process. Students
should foresee challenges and problems and prepare themselves for anticipatory stress
which is more manageable. They can gather information on possible stressors through
various ways including discussion with their seniors, advisors, lecturers, counselors and
14
other resources in the university. However, many students are unaware of the need to
prepare in advance for academic challenges. This will lead to reactive stress coping style
once they experience situational stress. If the students fail to manage the situational stress
effectively, it may later lead to residual or chronic stress.
Frustration, conflict, change and pressure have been identified by Weiten and Lloyd
(1994) as the main elements of psychological stress. Continuous stress can result in burnout
among students; the students usually feel emotionally exhausted and lose interest in their
studies, thus neglecting their pursuit of excellence. In other words, numbers of higher
education dropouts may increase if students do not learn effective stress management.
According to Corey and Corey (1997), the problem with students is that they do not notice
the warning signs that they have pushed themselves to the breaking point. They give too
much time to their studies and assignments that they fail to realize the importance of
maintaining relationships and spending some leisure time for themselves
.
What is Proactive Coping?
Compas (1987) denned coping as any effort used in response to a stressful event. It can be
manifested behaviorally, cognitively or emotionally. The type of coping method used will
determine whether stress will have negative or positive psychological effects. Not everyone
knows how to cope effectively with stress. Some might leam coping skills from previous
experiences while others might have to resort to trial and error experimentation.
For effective stress management, one may use the reactive or the proactive coping
methods. People are mainly more familiar with reactive coping methods whereby we
react in a certain way when a stressful event occurs. Although the reactive coping skill
has been argued as being less effective, it can help to manage stress significantly if it is
done constructively. Weiten and Lloyd (1994) identified constructive coping as behavioral
reaction to stress that tends to be relatively healthy or adaptive.
According to Corey and Corey (1997, p. 218) constructive coping skills have the
following characteristics:
a) Involves direct confrontation with a problem;
b) Entails staying in tune with reality;
c) Based on an accurate and realistic appraisal of a stressful situation rather than
distortion of reality;
d) Involves learning to recognize and inhibit harmful emotional reaction to stress;
e) Entails a conscious and rational effort to evaluate alternative courses of action;
and
f) Is not dominated by wishful or dysfunctional thinking.
15
A more effective method of stress coping has been identified as the proactive coping
method. Proactive coping strategy is multidimensional and forward looking as it integrates
processes of personal quality of life management with those of self-regulatory goal
attainment (Greenglass, 2001). Greenglass also differentiates between the characteristics
of reactive and proactive coping as follows:
a) Traditional or reactive coping mostly deals with stressful events that already
occurred with the aims of compensating for loss or harm in the past; proactive
coping is more future orientated and consists of efforts to build up general
resources that facilitate promotion of challenging goals and personal growth.
b) Reactive coping is regarded as risk management; proactive coping involves goal
management whereby individuals see risks, demands and opportunities in the
future but they do not appraise them as threat, harm or loss.
c) Reactive coping emanates from risk appraisal whereby environmental demands
are appraised as threats; the motivation for proactive coping is positive since it
derives from perceiving situations as challenging and stimulating.
Although both reactive and proactive coping are useful, reactive coping is only
suitable for situational, chronic and residual stress while proactive coping method also
includes the management of anticipatory stress.
Are Our Students Proactive?
Our students face challenges everyday. They are struggling with assignments, attending
lectures and seminars, preparing for class presentations, participating in co-curricular
activities and many other related tasks. Apart from all these, they are also trying to
negotiate the period of transition into adulthood. The combination of these life events
places a great deal of stress upon them. Therefore it is highly beneficial for students to be
proactive in their daily life.
The process through which people anticipate or detect potential stressors and act
in advance to prevent them can be seen as a proactive behavior (Greenglass, Schwarzer,
Jacubiec, Fiksenbaum, & Taubert, 1999) and it is potentially useful in eliminating a
great deal of stress before it happens. Students with proactive coping style tend to face
fewer problems in their studies since they are well prepared for adverse events. Proactive
students know how to plan strategies to help them reduce the effect of stress. At the
same time, they will make full use of available resources around them. They do not see
themselves as victims of the situation and do not put the blame on something or someone
else. Cognitively, proactive coping involves reflection including envisioning success
scenarios, anticipating future problems, planning how to deal with the situation and taking
preventive steps to avoid disaster (Greenglass, Schwarzer, & Taubert, 1999).
Schwarzer (1999) listed the personality characteristics of proactive individuals as
follows:
a) They believe that they possess sufficient resources, both internal and external;
b) They take responsibility for their own growth, including responsibility for past
events and responsibility for their future actions;
c) They are driven by values and principles whereby they choose their path of
action accordingly; and
16
d) They have vision and create meaning in life by striving for ambitious goals.
Some of the students are proactive by nature. They have learned through experience
and observation how to tackle a stressful situation even before it happens. However, others
tend to resort to reactive coping behaviors which are not constructive but destructive for
them. As a result, reactive students will perform less effectively than proactive students.
Some of these destructive coping behaviors are:
a) Avoiding or refusing to attend class for unrealistic reasons (e.g. not attending
class because the lecture is boring);
b) Involving in related activities for the wrong reason (e.g. involving in too many
co-curricular activities as a way to forget study stress);
c) Wasting time by involving in unrelated activities (e.g. chatting or hanging out
with friends);
d) Avoiding the source of the problem (e.g. if students do not understand the
subject, they tend to avoid revising it);
e) Putting the blame on someone else for inability to perform (e.g. saying that "the
course is too difficult" or "the lecturer has no teaching skills");
f) Sleeping more than usual; and
g) Spending too much time worrying but not doing anything about the situation.
Proactive Coping Skills
Proactive coping skills include planning, goal setting, organizing and mental stimulation
(Aspinwall & Taylor, 1997). According to Greenglass (2001), proactive coping is
distinguished by three main features:
a) it integrates planning and preventive strategies with proactive self-regulatory
goal attainment;
b) it integrates proactive goal attainment with identification and utilization of
social resources; and
c) it utilizes proactive emotional coping for self-regulatory goal attainment.
Greenglass, Schwarzer, Jakubiec et al. (1999) include seven scales of proactive
coping behaviors in their inventory named the Proactive Coping Inventory (PCI). The
seven scales are: The Proactive Coping scale, The Reflective Coping Scale, Strategic
Planning, Preventive Coping, Instrumental Support Seeking, Emotional Support Seeking
and Avoidance Coping. Descriptions of these proactive coping behaviors are as follows:
a) Proactive Coping refers to the combination of autonomous goal setting with
self-regulatory goal attainment, cognition and behavior;
b) Reflective Coping refers to simulation and contemplation about a variety of
possible behavioral alternatives by comparing their imagined effectiveness.
This process includes brainstorming, analyzing problems and resources and
generating hypothetical plans of action;
c) Strategic Planning refers to the process of generating a goal-oriented
schedule of action in which extensive tasks are broken down into manageable
components;
17
18
Ida Hartina (2003) pointed out that other parties such as the lecturers, management
and counselors should also take measures to help the students lessen the negative effect of
stress. Several suggestions have been given such as:
a) Lecturers should consider reducing the amount of assignments or workload given.
The course assignment should be based on quality instead of quantity. The best
assignment should be able to integrate the whole course information;
b) Lecturers should spend some time getting to know the students individually to
provide consultation for them when required;
c) The management should recognize potential stressors in the learning environment.
Stressors resulting from ineffective academic staff, uncooperative support staff,
uncomfortable learning environment, and lack of basic infrastructure can be
monitored or avoided; and
d) Counselors can organize stress management workshops to help students identify,
manage and anticipate stressors. Motivational and informative programs are
helpful in disseminating information to help students cope.
However, as stated earlier, students have to take initiative to build their own
social support system. This will require them to be more confident, optimistic, open
to experiences and willing to self-disclose and share their concerns with others. Selfconfident
and optimistic individuals have more social support and they may be more
effective in mobilizing it when they experience high levels of stress (Taylor & Brown,
1994). Meanwhile, Aspinwall and Taylor (1997) believed that individuals who have well
developed psychosocial resources, including a sense of personal control, high self-esteem
and optimism, are more likely to cope proactively and minimize the effects of stress.
Conclusion
For effective stress management, students in higher learning institutes should learn to
anticipate stressful events as soon as they enroll and during their course of study. Being
proactive means integrating the ability to foresee future challenges and obstacles and
planning to manage them effectively using all available resources. A person can be
naturally proactive or learn to be proactive. Proactive stress management can help students
reduce the negative effect of stressful events. By being proactive, students will be able to
concentrate more on their studies and achieve good grades rather that putting their energy
into unproductive behaviors and unnecessary worries. It will also produce psychologically
healthy individuals in the future.
19
References
Arthur, H., & Hiebert, B. (1994). Investigating gender differences on coping. Paper
presented at the annual meeting and the exhibition of the American Research
Association. CD-ROM. No. ED 373848.
Aspinwall, L. G., & Taylor, S. E. (1997). A stitch in time: Self-regulation and proactive
coping. Psychological Bulletin, 121,417-436.
Charles, C. L. (2000). Why is everyone so cranky? New York: St. Martin's Press.
Compas, B. (1987). Coping with stress during childhood and adolescence. Psychological
Bulletin, 101, 393-403.
Corey, G., & Corey, M. S. (1997). / never knew I had a choice (6th ed.). Pacific Grove,
CA: Brooks/Cole.
Dacey, J., & Kenny, M. (1997). Adolescent development (2nd ed.). Boston: McGrawHill.
D'Aurora, D. L., & Fimian,M. J. (1988). Dimensions of life snd school stress experienced
by young people. Psychology in the Schools, 25,44-53.
Davidson, J. (1999). The complete idiot's guide to managing stress (2nd ed.). New York:
Alpha Books.
Greenglass, E., Fiksenbaum, L., & Burke, R. J. (1996). Components of social support,
buffering effects and burnout: Implications for psychological functioning. Anxiety,
Stress, and Coping, 9, 185-197.
Greenglass, E., Schwarzer, R., Jakubiec, D., Fiksenbaum, L., & Taubert, S. (1999, July
12-14). The Proactive Coping Inventory (PCI): A multidimensional research
instrument. Paper presented at the 20th International Conference on Stress an
Anxiety Research Society (Star), Cracow, Poland.
Greenglass, E. R. (2001), Proactive coping, work stress and burnout. Stress News, 13(2),
5-8.
Greenglass, E. R., Schwarzer, R., & Taubert, S. (1999). The Proactive Coping Inventory
(PCI): A multidimensional research instrument. On-line publication, available at
http://userpage.fu-berlin.de/~health/greenpci.htm
Holmes, T. H., & Rahe, R. H. (1967). Social Readjustment Rating Scale. Journal of
Psychosomatic Research, ii, 213-218.
Ida Hartina Ahmed Tharbe (2003, Oktober 19-21). Memahami stres di kalangan remaja
di pusat pengajian tinggi. Prosiding Seminar Kebangsaan Memperkasakan Sistem
Pendidikan. Fakulti Pendidikan, Universiti Teknologi Malaysia.
McFarlane, A. H., Bellissimo, A., Norman, G. R., &Lange, P. (1994). Adolescent depression
in a school based community sample: Preliminary findings on contributing social
factors. Journal of Youth and Adolescence, 23(6), 601-620.
Murdock, A., & Scott, C. (1993). Personal effectiveness. London: Heinemann.
Peach, L. (1991). A study concerning stress among high school students in selected rural
schools. Paper presented at the Annual Education Conference, Cookeville, TN.
August, 12, 1991. (CD-ROM). ERIC Document Reproduction Service No. ED
336253.
20
Roney, A., & Cooper, C. (1997). Professionals on workplace stress: The essential facts.
New York:Wiley.
Samsiah Jayos (2005). Tekanan di kalanganpelajar Matrikulasi di sebuahpusatpengajian
tinggi. Unpublished Project Paper, Masters of Counseling, University of Malaya.
Schwarzer, R. (1999). The Proactive Attitude Scale (PA Scale), [Online publication]
Available at http://userpage.fu-berlin.de/~health/proactive.htm
Taylor, S. E., & Brown, J. D. (1994). Positive illusions and wellbeing revisited: Separating
fact from fiction. Psychological Bulletin, 116,21-27.
Weiten,W., & Lloyd, M. A. (1994). Psychology applied to modern life: Adjustment in the
90s (4th ed.). Pacific Grove, CA: Brooks/ Cole.
West, C. K., & Wood, E. S (1970). Academic pressure on public school students.
Educational Leadership, 3(4), 585-587.
Youngs, B. B. (1986). Helping your teenagers deal with stress. New York: St Martin's
Press.
21