CONTRIBUTING FACTORS TO STRESS AMONG PSYCHOLOGY STUDENTS ENROLLED IN FINAL-YEAR CAPSTONE PROJECT (TCC) COURSES

Abstract

Stress among university students may be linked to the multiple academic, professional, and personal demands experienced during their education. In this context, the present study aimed to describe the presence of stress in Psychology students enrolled in their final-year capstone project (thesis) courses, as well as to identify the factors associated with this experience based on the participants' accounts. This is a qualitative, exploratory field study conducted with ten Psychology students, selected from a group of 45 undergraduates enrolled in these capstone courses. Data collection was carried out using the Lipp’s Stress Symptoms Inventory for Adults – Revised (ISSL-R) and individual semi-structured interviews. Data from the inventory were analyzed using descriptive statistics, while the interview accounts were examined through Behavioral Discourse Analysis. The results revealed experiences of stress associated with various demands, most notably the development of the capstone project, internship activities, employment, family responsibilities, academic deadlines, and self-imposed pressure. Coping strategies—such as task organization, leisure activities, and social support—were also identified. It is concluded that the experience of stress among the participants involves a range of academic and personal conditions, highlighting the importance of understanding these specificities and considering strategies for student support and well-being within the university environment.