One of the course learning outcomes I was able to do in Scholarly article analysis was practice strengthening sources including evaluating, integrating, quoting paraphrasing, summarizing, synthesizing, analyzing, and citing sources. This assignment challenged me to mention the main points that the four articles had in common. Also, I was able to elaborate on the body paragraphs by discussing different parts of the method section. Overall this was one of the most difficult assignment, however it has taught me to realize my weakness.

Literature Review
Abstract
The study was undertaken to examine the sources of stress among college students. Students from each institution were given questionnaires based on the STAI-Y format. Out of the four studies, the findings showed that there is a strong correlation between stress factors and academics. In the future, all the researchers agreed to expand the student quantity because they want to get a more diverse response.
Intro
Recently, stress has evolved with a growing appreciation and became involved with the school education system. Every day students are trying to find a balance between a stressful and a relaxing moment. Within a broad range, there are many levels of stress, some stress can be solved more easily than others. Unfortunately, the levels with deeper stress are often more difficult and take a long time to cure it. In another perspective, there are many types of stress that are considered either good or bad; in other words, stress can make students feel competence or helpless. Similarly, students with less stress learn a lot more than students with extreme or moderate stress. All of these are derived are academic pressure. Throughout this essay, this literature review from the four articles combined will be about the factors dealing with stress and academics. (Ranjita and Michelle 2000; Harve et al 2001) Some of the researchers used the State-Trait Anxiety Inventory Form Y (STAI-Y) survey to evaluate the students’ pressure from their peers and study environment. The researchers also used the Mann Whitney U test to assess the different sources for the two genders (Ranjita and Michelle 2000; Harve et al 2001).In this literature review, there will be a discussion amongst the researchers from the four articles, regarding the factors of the relationship between stress and academics. There will be an analysis section, which will talk about the analysis of the different methods and result from the four experiments. In addition, there will be similarities and differences in how the results were derived, variables they used for the experiment, and the limitation they had during the experiment. The current in research trend for stress and academics amongst college students are from peer and societal pressure, social contact, physical illness, and pressure from the environment.
Peer and Societal Pressure
Researchers examined how students experience pressure from their peers and society (Ranjita and Michelle 2000; Harve et al 2001). Students were given fifty-one questions with five multiple choice answers ranging from 1. never true to 5. always true. The questions were about the student’s parent’s opinion about their major, handling pressure from their friends, social benefits, psychological benefits, and physiological benefits. (Ranjita and Michelle 2000) From this survey, the results showed that there was a strong correlation between the two stress factors and academic stress. (Veena and Shailaja 2016) Furthermore, there is a strong correlation between these two stress factors and academic stress because students have less time management behaviors and free time for themselves; along slide with freshman and sophomore students, they are given extra classes that are not tolerable for them.
State-Trait Anxiety Inventory
Previous studies have mentioned that stress plays a negative impact on the students’ academic success (Greenberger, 1981; Lesko & Summerfield, 1989; Veena and Shailaja 2016). The State-Trait Anxiety Inventory Form Y (STAI-Y) was used to measure anxiety as an emotion and the change of behavior as trait anxiety (Ranjita and Michelle 2000; Harve et al 2001). (Ranjita and Michelle 2000; Harve et al 2001) STAI-Y is a student self-questionnaire, in which students had four answer choice to choose which response best fits for them:1. Not at all, 2. Somewhat,3. Moderately so, and 4. Very much. (Harve et al 2001) The researchers were given one hundred eighty-four undergraduate students from a mediocre undergraduate liberal arts college to be part of the study. Students had to answer questions from the State-Trait Anxiety Invent regarding life experience, health, and depression. Veena and Shailaja (2016) sent a survey regarding academic stress, anxiety, time management, and leisure appreciation, randomly to two hundred forty-nine students. From this survey, there was a strong correlation of stressors and reaction to stressors to time management behaviors with happiness from leisure. On the other hand, there was a significant change as anxiety played a role factor for stress and academics. In contrast, there was a positive relationship found between anxiety and academic stress (Veena and Shailaja 2016).
Gender Role Differences
Three journals mentioned that there was a difference in gender roles attendance while the survey was conducted. (Veena and Shailaja 2016) Out of the six hundred fifty-six college students, forty-seven percent were boys and fifty-three percent were girls. (Kamrudin et al. 2009) Similarly, for this survey, seventy-eight percent of the attendees were female. Meanwhile, in Hanover college, one hundred forty-five students out of one hundred students were females. Researchers wanted to see if there were differences in stress levels. These students in the U.S., Malaysia, and India, were given a questionnaire to figure out which of the seven sources affect their relationship between stress and academics: educational, heterosexual, family, financial, health, bereavement, and miscellaneous. (Ranjita and Michelle 2000; Harve et al 2001) For this variable, the Mann Whitney U test was questionnaires students were given to examine the differences between gender and sources of stress. (Veena and Shailaja 2016) After calculating the results from the survey and using the chart to input the value, the results showed that there is a significant difference between boys and girls from the sources of stress. (Ranjita and Michelle 2000) This result has linked to another study analyzing that males had more effective time from leisure activities; while girls experienced enough time management behavior, however, they did experience higher academic stress and anxiety.
Limitation on the study
Researchers have noticed that while doing this qualitative survey experiment, there were a lot of tasks needed to be done in the future (Ranjita and Michelle 2000; Kamrudin et al. 2009; Veena and Shailaja 2016). Majority of the researchers are looking for ways to get a larger amount of student surveyors. One limitation is that the study was done on a small sample of students from a teaching university in the Midwest; however, this study should have been more on heterogeneous student population (Ranjita and Michelle 2000). Equivalently, the study in Bangalore city was limited to students majoring pure and applied science courses (Veena and Shailaja 2016). Homogenously, in Malaysia there was a weak correlation due to the small students’ sample size. In the future, the researchers are planning to conduct this study with a larger sample size at a different university in another country (Kamrudin et al. 2009).
Conclusion
Throughout this literature review, there is a current in research trend for stress and academics amongst college students are from peer pressure, social contact, physical illness, and pressure from the environment. Students are faced with stress and academic pressure every day. There is an urgency to discuss the different important stress factors of college student’s academic performances. (Ranjita and Michelle 2000; Kamrudin et al. 2009; Veena and Shailaja 2016) With the combination of these researchers, they are suggesting all the college institutions faculty and psychologists address these stress factors. They hope that each university will solve the stress of each college students by designing an intervention program, where students will able to address their personal problems to the counselors.

Reference

Veena M,Shailaja S.2016. Stress and academic performance. The International Journal of Indian Psychology.3(3):71-83
Ranjita M, Michelle McKean.2000. College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies.16(1): 41-58.
Harve R, Kimberly B, Amanda K. 2001. Stress, anxiety, depression, and physical illness in college students. The Journal of Genetic Pyschology.15(3): 321-330.
Kamrudin R, Aris A, Mohd N, Siong C, Mohamed S, Ibrahim N. 2009. Stress and academic performance: empirical evidence from universities students. Academy of Educational Leadership Journal.(13): 37-46.