Besides attractions of tertiary schooling, this demanding academic level also places serious pressure on post-secondary graduates. In my opinion, there are internal and external factors distressing these students, which might hurt them academically and psychologically.
Out of fundamental sources, undergraduates are culprits throwing them into their mental and emotional turmoil. Precisely, some hold a very high expectation towards what new schools offer them, while the others embrace a belief that university time is restful, accordingly allowing them to overindulge. However, when they sit in a lecture hall whose activities are under or over these differing presumptions, uncomfortable feelings including disappointment, anxiety and tiredness tend to arise. More severely, these emotions are likely to be aggravated by disparities between two education settings such as heavier schedule, more incomprehensible theories, time-consuming coursework, and insatiable requirements from lecturers. Frequently confronting and handling these vexations lead to and increase worry.
Inflicted emotion from this academic pressure certainly has negative results. Predominantly, it surely undermines students’ learning outcomes. Simply put, due of a vast amount of knowledge successively imparted, students are too overwhelmed to maintain their stamina. Consequently, they will ignore their learning and play truant to look for more entertaining activities, intensifying the dropout situation. Preponderantly, because students at this stage are still vulnerable, this sort of pressure can badly damage their health. Not only do the endured suffer physically such as headache, fatigue, stomach upset, sleep disorder but their mood is also affected including motivation deficiency, depression, and irritability.
Despite many causes, stress students endure in their university might be ascribed to their misperception and higher demanding scholastic conditions. This shaken emotion might
negatively affect their academic performance and wellness
Besides
attractions of tertiary schooling, this demanding academic level
also
places serious pressure on post-secondary graduates. In my opinion, there are internal and external factors distressing these
students
, which might hurt them
academically
and
psychologically
.
Out of fundamental sources, undergraduates are culprits throwing them into their mental and emotional turmoil.
Precisely
,
some
hold a
very
high expectation towards what new schools offer them, while the others embrace a belief that university time is restful,
accordingly
allowing them to overindulge.
However
, when they sit in a lecture hall whose activities are under or over these differing presumptions, uncomfortable feelings including disappointment, anxiety and tiredness tend to arise. More
severely
, these emotions are likely to
be aggravated
by disparities between two education settings such as heavier schedule, more incomprehensible theories, time-consuming coursework, and insatiable requirements from lecturers.
Frequently
confronting and handling these vexations lead to and increase worry.
Inflicted emotion from this academic pressure
certainly
has
negative
results.
Predominantly
, it
surely
undermines
students’
learning outcomes.
Simply
put, due of a vast amount of knowledge
successively
imparted,
students
are too overwhelmed to maintain their stamina.
Consequently
, they will
ignore
their learning and play truant to look for more entertaining activities, intensifying the dropout situation.
Preponderantly
,
because
students
at this stage are
still
vulnerable, this sort of pressure can
badly
damage their health. Not
only
do the endured suffer
physically
such as headache, fatigue, stomach upset, sleep disorder
but
their mood is
also
affected
including motivation deficiency, depression, and irritability.
Despite
many
causes,
stress
students
endure in their university might
be ascribed
to their misperception and higher demanding scholastic conditions. This shaken emotion
might
negatively
affect their academic performance and wellness