Stress and Relationships

Stress and Relationships
Michelle Burton
The University of Massachusetts Dartmouth

Abstract

The purpose of this study was to determine whether college age student who were in relationships were more or less stressed than their single counterparts. An additional analysis done was to observe if there was a relationship between gender and stress in relationships. In previous studies it was found that those in relationships tend to have less mental problems and better physical health (Brathwaite, 2010). One hundred nine undergraduate’s students at the University of Massachusetts served at participants in this study. Each participant was presented with an adapted Stress Test and a Demographic Survey. A factorial ANOVA was used to do the analysis and no significant findings were revealed contrary to previous studies.

Introduction

Previous research has indicated that students in relations tend to be heathier and display less mental health issues as well as partake in less risky behaviors than their peers (Brathwaite, 2010). Academic stress has also been shown to be associated with symptoms of depression and associated negatively with health and satisfaction (Reifman 2010). Studies have also shown that in perception of control linked with stress levels in males and females, males show lower stress levels with primary control and females with secondary control (Hall 2006). In college, students are exposed to a new environment with new stressors and adapting can be quite difficult. They are presented with physical, emotional, and mental stress. How the students cope with and manage this stress is important as it can have an effect on any relationships they have and their life. The goal of this study is to use a survey and stress test to infer and investigate whether people who are in relationships are happier and less stressed than their counterparts. Relationships in this study are defined as any form of talking to, dating, or being in a steady romantic relationship with someone; this does not include marriage or engagement. We are also looking to see if gender and stress have an interaction. The hypotheses being looked at here are 1. College aged students in relationships will be less stressed than their single counterparts, and 2. Females will experience more stress than males.

Methods

Participants

One hundred nine students, 40 males and 69 females age 18-28 (M = 20.92, SD = 1.95) at a mid-size University in the Northeast, The University of Massachusetts Dartmouth were asked to fill out a Demographic survey and a stress test. Participants were asked during class, sorority meetings, and work meetings whether they would be interested in participating in the study. Of all participants who participated in the study, 63.3% identified as Caucasian, 16.5% as African American, 9.2% Hispanic, 3.7% Native American or Pacific Islander, and 7.3% identified themselves as other. For Sexual Orientation, Hetero: 88.1% identified as heterosexual, 5.5% as homosexual, and 6.4% as bisexual. For relationship status, 53.2% identified as single and 46.8% as dating. Participants were omitted from the study if they were not between the ages of 18-28 and if they were married or engaged. Participants were not compensated for partaking in the study.

Apparatus/materials

Stress will be tested using an adapted version of a stress test (Figure 2) published by the Stress Management Society. The Likert scale was changed. The Stress test will use a Likert scale 1-5, with 1 being the lowest expressing strong disagreement and 5 the highest, expressing strong agreement. It will include 25 statements. There will also be an 11 item Demographic survey (Figure 3) included with the stress test. The Demographic survey will include questions about relationship status, gender, sexuality, etc all to gather information about the participant’s relationships status.

Procedure

Data will be obtained by presenting willing participants with the Demographic survey and Stress Test. The data will be obtained in a classroom setting at The University of Massachusetts Dartmouth. Before beginning the study, participants were given a consent form (Figure 1) and a brief explanation of what was being studied. The independent variables were relationship status and gender, while the dependent variable was stress. Because relationships were the main entity being looked at, it was defined as talking to, expressing interest in, and spending time together with someone. The participant were then given the stress test first, then the Demographic survey. The participants were debriefed once all surveys and tests were returned to the researcher. They were told again the purpose of the study but more specifically: in the beginning they were told it was just to study relationships and stress. In the debriefing participants were told the purpose of the study was to test whether those in relationships were more stressed than their single peers and if Females would be more likely to report more stress than males. If they had any question they were told they could contact one of the researchers.

Ethics

Each participant was given an informed consent form, had one emailed to them, or had it explained to them.

Results

In this study, what was tested was whether dating counterparts were more stressed than their single ones, also if gender had an effect with the prediction being that Females would be more stressed. The independent variables were relationships status (single or dating) and gender, with the independent variable being stress. It was predicted that those in relationships would be more stressed, especially females. There were no significant results. A 2 (relationship status) x 2 (gender) between-subjects factorial ANOVA (figure 4)was calculated comparing the stress levels in college students who are either single or dating. The main effect of gender on stress levels was not significant (F (1, 105) =2.40, p > .05). The main effect of relationship status on stress levels was not significant (F (1, 105) = .23, p=.89). Finally, the interaction was not significant (F(1,105)= .55, p=.46) . Thus, it appears that neither relationship status nor gender had any significant effect on stress (figure 5). However if we look at the graph (Figure 1), we see that dating Females do tend to be more stressed than their counterparts.

Discussion

This study sought to examine whether or not college students who were in relationships were more or less stressed than their single counterparts. Predictions before gathering data were that those students in relationships would be more stressed. The effect of gender on stress was compared as well and it was predicted females would be more prone to stress. Both stress and gender were found to have little effect on stress having no significance; males and female shad no significant difference in their stress responses. Students in relationships experienced little to no difference in stress levels. These results are contrary to previous findings that those who are in relationships had less mental health problems (Brathwaite, Delevi, & Fincham, 2010).

In past studies, it was suggested that single men and women have higher levels of depression, anxiety, mood disorders, adjustment problems, and other forms of psychological distress (Brathwaite et al., 2010; Arnett, 2000). It was also reported that female students in college were more likely to rate themselves higher in stress than males (Hall, Chipperfield, Perry, Ruthing,& Goetz). In the study performed here, students in a relation male and female were not significantly more stressed than their single counterparts. There could be presenting factors that influenced these results directly or indirectly. The main factor unaccounted for can be that these students’ are in a college settings and what year or major they are in can play a huge role as well. The stress may not come from the relationship but from college itself. In college students are faced with new personal and educational challenges such as increased pressure to succeed at tasks, academic competition, living with strangers, etc. (Hall et al., 2006; Perry, 1991, 2003) demanding more of them. Academic Stress in college plays a huge role in stress and was positively associated with depression symptoms and negatively with satisfaction; it was also negatively associated with physical health…” (Reifman & Dunkel-Schetter, 1990) College students who rate themselves high in stress whether male or female may report more unhappiness or dissatisfaction.

In college, many students’ engage in serious dating as they are emerging adults and those in committed relationships tend to engage in less risky behavior (Brathwaite et al., 2010). College students who are in committed relationships and report satisfaction may report less stress because they have someone who is a structural support. The structural support is someone you can count on, friends on campus, etc. and those who have this tend to be happier (Reifman & Dunkel-Schetter, 1990). College students who are in relationships and their counterparts may or may not have these supports but it could be correlated. These were questions asked in the Demographic survey, (if they had support or someone they could talk to). What could be done in the future is inclusion of more variables including major, year in college, and support. The effect size was small as the sample size was only 109 students. In a future replication the size could be made bigger and beyond the University of Massachusetts Dartmouth to be more representative. Making the sample size bigger will also increase power and the probability of statistical significance. One limitation of this research study was self-report bias due to the only means of data collection being through a survey therefore next time the researcher could meet with participants and ask them in person and see if there is a difference. Future studies can also explore if there is a correlation between relationships satisfaction in college students and their stress levels. Future studies can also look at different years (freshman, sophomore, etc) to compare and contrast relationships status and stress levels.

Appendix

Figure 1. Consent Form

CONSENT TO PARTICIPATE IN A RESEARCH PROJECT

Title: [Stress and Relationships]

Student Investigators: [Michelle Burton, Donelle Clark, Jessica Harris, Ama Agyei, Michaela Bliss, and Hailey Barboza]: We are undergraduate psychology majors at the University of Massachusetts Dartmouth. We are completing this research project in partial fulfillment of a course (Psy391 Research Methods).

Supervising Faculty Instructor: M. Hojjat, Ph. D., Associate Professor of Psychology

Contact Info: 508-910-6611; mhojjat@umassd.edu

Research Project: You are invited to take part in a research study examining [stress and relationships with regards to gender]

Procedures: You will be asked to complete 2 brief questionnaires that includes 13 and 35questions. The estimated time to complete this task is 10-15 minutes.

Benefits: There are no direct benefits or compensation for participation.

Potential Risks: There are no risks to you other than those involved with the everyday use of paper, pencils/pens. However, this study may involve risks that are currently unforeseen. If you have any questions about the risks you may contact the faculty supervisor.

Confidentiality: Please do not include your names on the questionnaires. No links between data and participant identity will be kept. In addition, each participant will be assigned an arbitrary participant number that will be used on all data collected from him/her. This participant number will never be associated with any identifying participant information. If the results of this research are published or discussed in conferences, no information will be included that would reveal your identity.

Freedom of Choice to Participate: You are free (1) to decide whether or not to participate, and also free (2) to withdraw from the study at any time. A decision not to participate will not adversely affect any interactions with the investigator or any representative of the University.

Questions: Before agreeing to participate, please ask any questions on any part of this that is unclear to you. At any point in the study, you may question the student researchers Principal Investigator about the study (Michelle Burton mburton@umassd.edu). In addition you are free to contact the Faculty Advisor/Course Instructor (M. Hojjat, Ph.D., 508-910-6611).

Consent: I have read the above information. I certify that I am at least 18 years of age. This project has been explained to me to my satisfaction and in language I can understand. I understand what my participation will involve and I agree to take part in this project under the terms of this agreement.

Figure 2. Adapted Stress test

Please complete each question by circling the response that is most accurate for you.

I eat at least one, hot balanced meal per day.