Assessing the Interplay of Stress and Emotion Regulation Among High School Students in Coimbatore: A cross-sectional study

Abstract

Background:

The psychosocial well-being of high school students is a crucial determinant of their academic success and overall development. This study examines the interplay between perceived stress and emotional regulation among students in Coimbatore, Tamil Nadu, to better understand their mental health challenges.

Methods:

A cross-sectional survey was conducted among 150 high school students, selected through stratified random sampling. Data collection involved a structured questionnaire comprising demographic variables, the Perceived Stress Scale (PSS), and the Emotion Regulation Questionnaire (ERQ). Descriptive statistics were used to summarize findings, while correlation and Chi-square tests assessed relationships between stress, emotional regulation, and demographic factors.

Results:

The findings revealed that 69.33% of students experienced moderate levels of perceived stress (mean PSS = 19.15, SD = 5.26), while 74.67% demonstrated moderate emotional regulation abilities (mean ERQ = 20.30, SD = 5.37). A significant positive correlation was observed between stress and emotional regulation (r = 0.32, P = 0.05, r = 0.32, P = 0.05, r = 0.32, P = 0.05), suggesting that higher stress levels adversely affect students’ ability to regulate emotions. Additionally, demographic factors, such as gender and family structure, were significantly associated with stress levels. Males exhibited higher stress scores, and students from joint families reported greater stress compared to those from nuclear families.

Conclusion:

The study underscores the need for integrating mental health initiatives within school environments to support students’ emotional well-being. Implementing socio-emotional learning programs and academic stress management strategies can enhance students’ resilience, fostering a healthier educational ecosystem.

INTRODUCTION

The psychosocial development of children and adolescents is a crucial area of research, especially in the context of educational experiences and emotional well-being. Studies have consistently shown that perceived stress levels directly affect emotional regulation, which in turn has implications for academic performance and social interactions.[1] In India, particularly in Tamil Nadu, the academic pressure on students is remarkably high, necessitating a detailed examination of these factors among school students.[2] The mental well-being of students is a critical aspect of their overall development, influencing their academic performance, social interactions, and future success.[3]

Research conducted in Kerala, India, and Sichuan Province, China, has consistently identified psychological distress as a common issue among students, emphasizing the need for proactive measures to address mental health concerns in educational settings.

In India, the burden of mental disorders is substantial, with a considerable proportion of the population experiencing mental health issues ranging from mild to severe. Tamil Nadu exhibits a higher prevalence of mental disorders compared to other South Indian states. This study focuses on assessing the psychosocial aspects of students in selected schools in Coimbatore, Tamil Nadu, with a specific emphasis on perceived stress and emotional regulation. Understanding the interplay between stress and emotional regulation is crucial for developing effective interventions and support systems within the educational setting.

METHODOLOGY

This study employed a quantitative research design to assess the psychosocial aspects of students in selected schools in Coimbatore, Tamil Nadu. A cross-sectional survey method was utilized to collect data from a sample of 150 students. The sample size was determined based on a previous study conducted in Karnataka, which reported a prevalence of 27.2% for mental health problems among high school children. The participants were selected using a stratified random sampling technique to ensure representation from various schools and demographic groups within the study area.

The study utilized a structured questionnaire consisting of three sections to gather relevant data. Section A focused on collecting background variables of the school students, including demographic information, such as sex, religion, type of family, residential area, parents’ education and occupation, annual income, number of siblings, hobbies, parental status, and any loss in the family. Section B incorporated the Perceived Stress Scale (PSS) developed by Cohen et al. in 1988, to measure the students’ levels of perceived stress.[4] Section C employed the Emotion Regulation Questionnaire developed by Gross JJ and John OP in 2003, to assess the students’ emotional regulation strategies. Data collection took place over a period of two months. Prior to data collection, ethical clearance was obtained from the institutional review board, and informed consent was obtained from all participants and their parents or guardians. The collected data were analyzed using descriptive statistics to summarize the demographic characteristics of the sample and the prevalence of stress and emotional regulation.

RESULTS

Background variables of participants

The demographic data indicate a total of 150 students, the sample comprised 109 male students (72.67%) and 41 female students (27.33%), with a majority from nuclear families (85.33%). The sample was predominantly urban (89.33%), which might influence the stressors experienced by these students, given the urban developmental context. Also notable is that 67.33% of the students came from families with an annual income between Rs. 50,000–100,000, suggesting a potentially moderate economic pressure contributing to their perceived stress. Furthermore, the most prevalent hobby among students was sports, indicating a preference for physical activities. Parental status indicated that the majority of students lived with both parents, although a small percentage reported parental separation or divorce.

Assessment of perceived stress

Table 1 shows that measurement using the PSS revealed the mean perceived stress score that was 19.15 with a standard deviation of 5.26, categorizing the sample predominantly within the moderate stress range (69.33%). Significant levels of perceived stress were highlighted in items assessing control over life circumstances and coping abilities, reiterating the particular vulnerabilities of students in high-pressure academic environments.

Table 1.

Level of perceived stress scale

Level of PSS score	Number of students	%
Low	26	17.33
Moderate	104	69.33
High	20	13.34
Total	150	100.00

Prevalence of emotional regulation

Table 2 represents that the emotional regulation data demonstrated a mean score of 20.30 (SD = 5.37), with 74.67% of students displaying moderate levels of emotional regulation skills. It is essential to discuss the implications of these results, particularly in light of studies, indicating that effective emotional regulation contributes to better academic and social outcomes.

Table 2.

Level of emotion regulation questionnaire for children and adolescents

Level of emotion score	Number of students	%
Low	30	20.00
Moderate	112	74.67
High	8	5.33
Total	150	100.00

Relationship between perceived stress and emotional regulation

Figure 1 shows that a significant correlation (r = 0.32, P = 0.05) was found between perceived stress and emotional regulation scores, suggesting that as perceived stress increases, emotional regulation capabilities tend to be adversely affected. This relationship conveys the complexities of emotional handling, where heightened stress may impair coping mechanisms among some students.

Figure 1.

Correlation Between Mean Stress Score and Mean Emotional Score

Demographic associations with psychosocial aspects

Chi-square tests revealed significant associations between stress levels and various demographic factors, such as sex and type of family. For instance, males exhibited higher stress scores compared to females, while those from joint families reported heightened stress levels compared to their counterparts from nuclear families.

DISCUSSION

A current study found a significant correlation between academic pressure and mental health among school students. 69.33% of students experienced moderate levels of perceived stress, while 74.67% had moderate emotional regulation abilities. This raises concerns about the school environment, where academic demands may compromise students’ emotional well-being. Higher perceived stress among students leads to emotional regulation issues, affecting their mental health and coping abilities, as evidenced by studies by Liu and Lu.[5]

This study reveals that family structure and parental involvement significantly influence students’ stress levels, with nuclear families reporting lower perceived stress compared to joint families. This observation is consistent with findings that highlight family support’s role in buffering stress and promoting emotional resilience among adolescents.[6]

Further analysis revealed that gender differences also played a part in the experiences of perceived stress. Males in the study exhibited higher stress levels compared to females, a finding supported by previous research that examined the interplay between societal expectations of males and emotional expression.[7]

CONCLUSION

The study highlights the need for mental health initiatives in schools, focusing on enhancing emotional competence among students. It suggests that integrating academic support with socio-emotional learning initiatives could mitigate stress and create a resilient educational environment that promotes students’ mental health, thereby fostering a healthier school environment.

Conflicts of interest

There are no conflicts of interest.

Funding Statement

Nil.