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2015\u003Cbr>Investigating First Year Education Students’Stress Level\u003Cbr>Gretchen Geng\u003Cbr>Charles Darwin University, [Gretchen.geng@cdu.edu.au](Gretchen.geng@cdu.edu.au)\u003Cbr>Richard Midford\u003Cbr>Charles Darwin University and The Menzies School of Health Research, Richard.Midford@menzies.edu.au |  |\n\nRecommended Citation  \nGeng, G., & Midford, R. (2015). Investigating First Year Education Students’ Stress Level. Australian Journal of Teacher Education, 40 (6).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss6/1](http://ro.ecu.edu.au/ajte/vol40/iss6/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss6/1](http://ro.ecu.edu.au/ajte/vol40/iss6/1)  \nAustralian Journal of Teacher Education  \nInvestigating First-Year Education Students’ Stress Level  \nGretchen Geng  \nRichard Midford  \nCharles Darwin University  \nAbstract: This paper investigated the stress levels of first-year education  \nstudents who undertake teaching practicum and theory units during their  \nfirst year of teacher education program. First, 139 first-year and 143  \nother years’ education students completed the PSS-10 scale, which  \nmeasures perceived level of stress. Then, 147 first-year education students  \ncompleted an online questionnaire to identify the particular stressors in  \ntheir learning experience. The first-year education students had  \nsignificantly higher stress levels than other years’ education students, (p  \n\u003C .01). Contributing stressors included academic work commitment;  \ncompleting placement and related performance assessments in schools  \nand at university; having a good understanding of the requirements of  \nprofessional teaching, such as classroom management, and working with  \nmentor teachers; and conflicting work and family commitments. These  \nfindings provide greater understanding about the stressors experienced by  \nfirst-year education students and usefully inform ways to help this group  \nachieve their study and career goals.  \nTransition Pedagogy and Stress From First Year Tertiary Students  \nThe experience of first-year tertiary students has been the subject of research for many decades. Beginning in 2006, Professor Kift developed a research-based Pedagogy, which includes six First Year Curriculum principles that underpin support for first-year higher education students: transition, diversity, design, engagement, assessment and evaluation and monitoring (Kift, 2009). This Transition Pedagogy provides a solid theoretical background for course design, including assessment design, for courses undertaken by first-year preservice teachers.  \nResearchers such as Harvey, Drew and Smith (2006), Reason, Terenzini and Domingo (2006) and Tinto (1987, 2001) identified that the first year of higher education is an important transitional experience that can lead to success or failure at university. Stallman (2010) reported, from a large-scale research project, which involved 6,479 students in two large universities, that Australian university students have significantly higher stress levels than the general population.  \nOther researchers (Nelson, Duncan & Clarke, 2009; Tinto & Pusser, 2006) identified several factors that influenced first-year tertiary students’ experience. These included: a) prior academic performance (French, Immekus & Oakes, 2005; Johnson, 2008; Scott, Shan, Grebennikov & Singh, 2008); b) social and academic readiness to collaborate with course lecturers and other students (Cox, Schmitt, Bobrowski & Graham, 2005; Lohfink & Paulsemn, 2005); c) technical readiness to use online technologies (Geng & Disney, 2010); and d) conflicting work commitment (Long, Ferrier & Heagney, 2006) .  \nVol 40, 6, June 2015 1  \nAustralian Journal of Teacher Education  \nThe following specific factors were identified by Willcoxson, Cotter and Joy (2011) as leading to withdrawal from study: financial problems, transferri","cbCaiuuE8qiOv2LN","https://ap.wps.com/l/cbCaiuuE8qiOv2LN","pdf",183632,13,"English","# Abstract\n## Stress levels and measurement (PSS-10)\n## Identified stressors in first-year students\n## Transition pedagogy and first-year experience\n## Factors influencing first-year experience\n## Stress from first-year education students","[{\"question\":\"How was students’ stress level measured in this study?\",\"answer\":\"The study used the PSS-10 scale to measure perceived stress levels among first-year and other-years education students.\"},{\"question\":\"What stressors were found for first-year education students?\",\"answer\":\"Key stressors included academic work commitment, completing placement and related performance assessments, understanding professional teaching requirements (e.g., classroom management), working with mentor teachers, and conflicting work and family commitments.\"},{\"question\":\"Why is the first year in higher education described as a transitional experience?\",\"answer\":\"The document explains that first year can determine success or failure at university, supported by research identifying it as an important transition period.\"}]","Australian Journal of Teacher Education - Issue 6 - Abstract | PDF",1792077638,33]