The Effect of Emotional and Stress Management Class on Stress Levels of Thai Students at Thammasat University
Objectives : To investigated stress levels of freshman and sophomore students
(Science and Technology, Health Sciences, Social Science and Humanities) before
and after attending one class on emotional and stress management.
Methods : This research was a pretest-posttest study without control group using the
self-reported stress test (Suan Prung Stress Test; SPST-20). The data analysis was
performed with both descriptive and inferential statistics.
Results : Three thousand four hundred and fifty-nine students [male 990 (28.6%)]
completed the questionnaires. The mean (±standard deviation) pre and post class stress
levels were 47.22±13.52 (high stress) and 35.89±12.49 (moderate stress), respectively
(p<0.01), and were similar between the three groups of students.
Conclusions : Once class on emotional and stress management successfully reduced
stress in this broad range of Thai university students and represented a good strategy
for maintaining student health. More research is needed to evaluate its long term effect
and its role in as part of a broad strategy of stress reduction in students.
Techakamolsuk P, Sangjantip A, Chitnamsap P, Damnakkaew K. National Injury Surveillance Report 2009. Bangkok, Thailand: Thailand Bureau of Epidemiology, Department of Disease Control, Ministry of Public Health 2009. [in Thai]
Sathirapanya C, Hemapandha W. Stress among students in university. Journal of Liberal Arts, Maejo University 2013; 1: 42-58. [in Thai, English abstract]
Marshall LL, Allison A, Nykamp D, Lanke S. Perceived Stress and Quality of Life Among Doctor of Pharmacy Students. Am J Pharm Educ 2008; 72: 137.
Chew-Graham CA, Rogers A, Yassin N. ‘I wouldn’t want it on my CV or their records’: medical students’ experiences of help-seeking for mental health problems. Med Educ 2003; 37: 873-80.
Mohammadian Y, Shahidi S, Mahaki B, Mohammadi AZ, Baghban AA, Zayeri F. Evaluating the use of poetry to reduce signs of depression, anxiety and stress in Iranian female students. Arts Psychother 2011; 3: 59-63.
Carter AO, Elzubeir M, Abdulrazzaq YM, Revel AD, Townsend A. Health and lifestyle needs assessment of medical students in the United Arab Emirates. Med Teach 2003; 25: 492-6.
Jain S, Shapiro SL, Swanick S, Roesch SC, Mills PJ, Bell I, et al. A randomized controlled trial of mindfulness meditation versus relaxation training: effects on distress, positive states of mind, rumination, and distraction. Ann Behav Med 2007; 33: 11-21.
Yazdani M, Rezaei S, Pahlavanzadeh S. The effectiveness of stress management training program on depression, anxiety and stress of the nursing students. Iran J Nurs Midwifery Res 2010; 15: 208-15.
Iglesias SL, Desimone MF, Diaz LE, Azzara S, Squillace M, Lores Arnais MR. A study on the effectiveness of a stress management programme for College students. Pharmacy Education 2018; 5: 27-31.
Mahatnirunkul S, Pumpisanchai W, Tapanya, P. The construction of Suan Prung stress test for Thai population. Bulletin of Suan Prung 1997; 13: 1-11. [in Thai]
Bayram N, Bilgel N. The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students. Soc Psychiatry Psychiatr Epidemiol 2008; 43: 667-72.
Arthur N, Hiebert B. Coping with the transition to post-secondary education. Can J Couns Psychother 1996; 90: 93-103.
Lefkowitz ES. “Things have gotten better”: Developmental changes among emerging adults after the transition to university. J Adolesc Res 2005; 20:40-63.
Shaikh BT, Kahloon A, Kazmi M, Khalid H, Nawaz K, Khan N, et al. Students, stress and coping strategies: a case of Pakistani medical school. Educ Health (Abingdon) 2004; 17: 346-53.