Studying at university can be a transformative experience; however, it can also be a stressful experience for many students. Students transitioning to university are also met with the challenge of how to manage their time and may feel rushed or pressed for time. Feeling time pressure has been associated with lower psychological wellbeing (Roxburgh, 2004), and research has shown that university students experience rates of psychological distress at higher rates than the general population (Nieuwoudt, 2021; Stallman, 2010; van Agteren et al., 2019). High psychological distress is associated with reduced academic performance (Stallman, 2010), but it can also lead to a lower quality of life and increased morbidity and mortality (Rehm & Shield, 2019). It is thus crucial to improve students’ psychological wellbeing. By encouraging and listening to the student voice, insight may be gained into student mental health and wellbeing.
This research investigated the psychological wellbeing of students enrolled in the Preparing for Success Program, as well as students’ perceived level of time pressure1. Data were collected in Session 1, 2019, and in Study Period 2, 2021 using the Depression, Anxiety, and Stress Scale – 21 Items (DASS-21), a Likert scale question regarding time pressure, and participants were asked to provide reasons for feeling time pressure.
The findings indicated that 51.2% of participants in the session and 57.4% of participants in the study period always or often felt rushed or pressed for time. The main reasons for feeling time pressure (session and study period) were the pressure of work and study, and trying to balance work and family responsibilities. The findings indicated high levels of psychological distress in the session, with the vast majority of students experiencing above normal levels of psychological distress. Much lower levels of psychological distress were reported in the study period, with most students experiencing normal levels of psychological distress. It appears that slightly more students always or often experienced time pressure in the study period compared to the session. However, it seems like students’ perceived time pressure did not negatively affect their psychological wellbeing. The initial survey data2 suggests that the Southern Cross Model may have a positive effect on students’ psychological wellbeing. It appears that students may experience less anxiety and stress when focusing on 1 - 2 different units of study at the same time for 6 weeks, instead of up to 4 different units of study for 12 weeks.
Nieuwoudt, J. E. (2021). Psychological distress among students in enabling education: An exploratory study. Australian Journal of Adult Learning, 61(1), 6-25. https://ajal.net.au/downloads/psychological-distress-among-students-in-enabling-education-an-exploratory-study/
Rehm, J., & Shield, K. D. (2019). Global burden of disease and the impact of mental and addictive disorders. Current Psychiatry Reports, 21(2), 10. https://doi.org/10.1007/s11920-019-0997-0
Roxburgh, S. (2004). "There just aren't enough hours in the day": The mental health consequences of time pressure. Journal of Health and Social Behavior, 45(2), 115-131. https://doi.org/10.1177/002214650404500201
Stallman, H. M. (2010). Psychological distress in university students: A comparison with general population data. Australian Psychologist, 45(4), 249-257. https://doi.org/10.1080/00050067.2010.482109
van Agteren, J., Woodyatt, L., Iasiello, M., Rayner, J., & Kyrios, M. (2019). Make it measurable: Assessing psychological distress, wellbeing and resilience at scale in higher education. Student Success, 10(3), 1-13. https://doi.org/10.5204/ssj.v10i3.1411
Footnotes
1. Part of a larger study investigating students’ psychological wellbeing, grit, and time use.
2. Based on initial results, statistical analysis is underway.