Perceived Stress and Coping Mechanism of Generation Z Management Students: Empirical Evidence

Sombala Ningthoujam
Assistant Professor, Organizational Behaviour & Human Resource Management, Department of Human Resource Management and Soft Skills, ICFAI Business School (IBS), Hyderabad (Under IFHE - A Deemed to be University u/s 3 of the UGC Act, 1956), Hyderabad, Telangana, India; and is the corresponding author. E-mail: asha.raj.abc@gmail.com; asha@ibsindia.org

Teena Singh
Assistant Professor, Department of HR, IBS Hyderabad (Under IFHE - Deemed to be university u/s 3 of the UGC Act 1956), Hyderabad 501203, India; and is the corresponding author. E-mail: namrata.chatterjee111@gmail.com

Vikas Gautam
Associate Professor, Department of Management Studies, St. Peter's College of Engineering and Technology, Avadi, Chennai - 600054. Tamil Nadu, India. Email: aksubramani@gmail.com/ draksubramani@gmail.com

Maria Zafar
Associate Professor, Department of Management Studies, St. Peter's College of Engineering and Technology, Avadi, Chennai - 600054. Tamil Nadu, India. Email: aksubramani@gmail.com/ draksubramani@gmail.com

The present study investigates the relationship between perceived stress and coping mechanism of postgraduate management students. The qualitative research led to identification of six themes related to sources of stress among students, namely, academic/career, financial factors, environmental factors, interpersonal factors, moving to a new place for college, and miscellaneous sources. Further, the qualitative methodology identified stress coping measures such as problem-focused strategies, and emotion-focused strategies. The results of Correlation Analysis confirmed positive relationship between perceived stress and self-distractions (r = 0.118); denial (r = 0.170); substance abuse (r = 0.178); use of instrumental support (r = 0.129); behavioral disengagement (r = 0.158); venting (r = 0.233); self-blame (r = 0.290) and humor (r = 0.133). Moreover, the study found negative relationship between perceived stress and active coping mechanism (r = -0.211); perceived stress and positive reframing (r = -0.159); perceived stress and acceptance (r = -0.211). Also, the study found moderate stress level with 76.5% (n = 309) of the respondents, low stress level with 14.10% (n = 57) and perceived high stress level with 9.40% (n = 38). A MANOVA was conducted with gender as the independent variable on the group of outcome variables (perceived stress and coping mechanism).

Introduction

The definition of stress was formally given by Selye (1979) as stress is a perception and perceived demands that are imposed upon us because there are too many alternatives, and as a result, the body develops General Adaptation Syndrome (GAS) to fight or flight stage to meet the demand. Lazarus (1993) defined stress as a condition when a person perceives environmental demands are exceeding his or her personal and social resources. Roger (1998) described stress as a "pre-occupation with the negative emotion following the event". Thus, the term stress could be described as distress, perceived demands, fit between person and environment resources and emotion.

Stress Among Youth
Stress is something commonly experienced by every individual. It is understood to occur when the demands of a situation or one's environment are perceived by the individual to be exceeding the resources they have to deal with the event (called stressor), leading to their feeling of distress and overwhelmed. Although lifestyle changes, technological advances, work pressures, among other factors have led to an increase in the amount of stress experienced by people, the increase seems to have been much higher for the adolescent and youth population.

A survey by the American Psychological Association (APA, 2018) to find out the causes of stress and coping strategies among stress in America Gen Z found that stress is extremely common among teenagers. Responding to the survey report, most teenagers reported experiencing what they believe are unhealthy levels of stress and most likely reported poor mental health. Senior and specifically girl students perceived more stress (Veeraboina et al., 2020). Another APA survey (APA, 2014) found that teens reported experience of stress that followed a pattern similar to that seen among adults; during the school year, teens even reported facing stress levels higher than those reported by adults for the previous month. The World Youth Report (2003) too reported findings indicating that anxiety, depression, stress and post-traumatic stress disorders along with various forms of violence present an alarming side to youth health. In countries going through wars, occupation or sanctions, the situation was even worse. Such findings make it clear how stress among students is on the rise at a level that is quite worrying. The college is a stressful life transition with increased exposure to stressors and leading to increased physical and psychological impairment (Lazarus and Folkman, 1994).

Studies have also been carried out in specific countries, regions or among students of a particular field of study to identify the prevalence of stress and its correlation among students. Wahed and Hassan (2017) found the prevalence of stress, anxiety and depression to be 62.4%, 64.3% and 60.8% respectively among medical students in an Egyptian university. Further, higher stress and anxiety were significantly associated with females, older age group and BMI equal to or more than 25. Besides academics it may be inferred that for females, unsatisfactory physical appearance (overweight as indicated by BMI) can also be a significant stressor. Similarly, among adolescent girls in Pakistan, Parpio (2013) found that a majority (58%) of the students experiencing stress symptoms with the associated factors being father's unemployment, number of rooms in the house and parental quarreling. High stress levels can lead to adverse conditions like burnout, anxiety, and depression (Chaabane et al., 2021).

The findings in the Indian context provide a similarly gloomy picture regarding the mental health status of the youth. An online survey conducted by ICICI Lombard (Hindustan Times, 2017), with participants aged between 22 and 50 years, found 65% of those between 22 and 25 years of age to be displaying early signs of depression. Younger age groups were surprisingly found to exhibit lower levels of mental wellness as compared to the older age groups in the survey. Sahoo and Khess (2010) found that 20% college students experienced stress in Ranchi, India, going a step further and identifying the sources of stress faced by the adolescent population, Dabut et al. (2007) found that among school going adolescent girls in Hyderabad, India, 72.5% experienced moderate family stress, 50% financial stress and 85% moderate social stress. Sharma and Sidhu (2011) found that among adolescents aged between 16 and 19 years, 90.6% had academic stress. Among school adolescents in Delhi, Watode et al. (2015) found 87.6% of students experienced stress, with the major stressors being academics, parents, teachers and friends. Specifically, among college students, Dungan (2001) found the most commonly reported stressors to be relationship and academic problems. Especially in their first year of college, students face not just academic pressures but also stress from having to adjust to a new social circle; if staying away from home, other stressors come into the picture in the form of additional responsibilities that have to be taken up and lifestyle/schedule changes.

During later years of college, career and/or job- related factors can become a source of stress.

Stress experienced by youth thus may have different sources or causes. Some of these may be interpersonal sources of stress (for example, unhealthy or conflict-ridden family, peer and/or romantic relationships, immigration); academic sources of stress (career confusion, pressure from parents and/or teachers to do well, own expectations regarding academic performance, comparison and competition with peers, workload); financial factors (student loans, low family income); intrapersonal factors (changes in one's lifestyle or daily routine when experiencing a change such as shifting to a new place); or environmental factors (wars or conflicts where one resides, or daily hassles such as crowds, traffic, noise). A review of the extant literature based on these different sources of stress is provided ahead.

Literature Review
Intrapersonal Sources of Stress
Ross et al. (1999) reported that among college students, sources of stress include daily hassles more often than major life events, with the top five sources of stress being changes in sleeping habits, vacations/breaks, changes in eating habits, increased workload, and new responsibilities. The top three sources identified by the researchers are intrapersonal sources of stress. Do and Tasanapradit (2008) found that among 16 intrapersonal sources of stress studied, most medical students report having to deal with new responsibilities (88.6%), changing their sleeping pattern (76.1%) and eating habits (70.7%), and decline in health (60.1%) as the significant ones. Because the field of medicine is taxing and includes rigorous course work and practicals, it is understandable that to keep up with the pace and demands of their curriculum, most students have to bring about certain changes in their routine, which in turn become a source of stress. Such sources of stress probably hold more significance for students who work part-time, as reported by Taylor and Owusu-Banahene (2010). Among these students, the three most common sources of stress were: changes in sleeping habits, changes in eating habits, and combining job and school.

Interpersonal Sources of Stress
Interpersonal stressors are among the most salient stressors for youth (Stark et al., 1989, as cited in Clarke, 2006). Adolescents undergo a transition from childhood to adulthood, where they experience certain changes in behaviors and emotions that may influence their relationship with others. For example, adolescents desire independence and freedom but when their parents are too strict and stringent about the family rules and freedom granted to the child, conflicts with parents may arise. Peers become important for adolescents and when satisfactory peer relations are not formed, this may be another stressor for teens.

Bulo and Sanchez (2014) studied different sources of stress among college students and found interpersonal sources to be causing the highest stress and environmental stressors contributing the least. Specifically, among medical science students in Iran, Niknami et al. (2015) found interpersonal stressors to be the most common. Going more in-depth with regard to interpersonal factors, Do and Tasanapradit (2008) found that among six interpersonal sources of stress studied, the highest percentage (62.7%) of medical students was stressed due to working with unacquainted people, followed by 51.3% students experiencing stress because of change in their social activities. The other sources of stress included trouble in finding new friends (36.8%), trouble with parents (26.5%), and conflicts with roommates (22.8%).

College students often move to a new place when going for higher studies. In such cases, additional stress is experienced especially when the culture of one's home and host country are vastly differently. Such students may feel stressed because of being torn between maintaining their native identity and adopting that of their host nation so that they may fit in better with their peers. Crockett et al. (2007) found Mexican American college students to undergo such acculturative stress. They further found higher levels of acculturative stress to be associated with higher levels of anxiety and depression. Yeh (2003) too, studying Chinese, Japanese and Korean immigrant students in the US, found acculturative stress to have an effect on reported general mental health problems of the students. Thus, moving to a new country or culture provides a more specific kind of stressor that negatively influences one's mental wellbeing.

One's sexual orientation can also be a source of stress to individuals. Individuals of the LGBTQ community often face stigmatization, discrimination and lack of educational and/or occupational opportunities. Among adolescents, for whom identity formation is a major task, being a member of this community can be daunting as they would be fearful of expressing their true sexual identity for fear of ridicule or rejection. Among LGBTQ youth, such verbal and physical sexual orientation victimization, and even stressful life events unrelated to sexual orientation, have been found to be related to posttraumatic stress symptoms (Dragowski et al., 2011). Edwards and Sylaska (2013) too reported that LGBTQ college youth experience what is called sexual minority stress, which can have highly detrimental consequences as its different facets were further identified by the researchers to be associated with different forms of perpetration of same-sex partner violence.

At a genetic level, Jenness et al. (2011) studied the interaction of serotonin transporter gene (5-HTTLPR) with chronic family stress and episodic stressors among children and adolescents. A significant interaction was found for chronic family stress, but not for episodic stress. The interaction predicted increases in symptoms of depression over the next six months among those possessing the high-risk allele of the concerned gene.

Academic Sources of Stress
When studying the youth population with regard to stress they experience, academic sources of stress are often the most significant ones. Verma et al. (2002) reported that among Indian school students, school work fills a major portion of adolescents' time. Homework, however, was found to be the most negative context of adolescents' experience of school work, being associated with experiences of significantly more anger, irritability, stress, and boredom among students than classwork.

Academic-related factors contributing to stress among students experience may include the pressure (from self, parents, teachers) to perform well in exams, confusion regarding what career one should go for, increasing workload as one goes to higher classes, peer comparison, among others. In a Washington Post article, Shapiro (2014) cites an APA survey of US teenagers and adults, revealing that teens reported to be more stressed out than adults with 83% of the teens identifying school as the major source of stress. Girls further reported feeling more stressed out as compared to boys.

Among medical students, Do and Tasanapradit (2008), identified the following academic sources of stress as indicated by students: increased class workload (88%), lower grades than anticipated (82.3%), missing too many classes (55%) and anticipation of graduation (47.3%). Again, studying medical students, this time in Pakistan, Shaikh et al. (2004) found high prevalence of perceived stress, with the major stress factors being inability to cope, helplessness, increased psychological pressure, mental tension, and too much workload. Academics and exams were once again reported to be the most powerful stressors. Such high levels of stress were further found to affect the academic performance as well as health of the students.

In the Indian context, numerous studies have been conducted studying stress, and more specifically academic stress, among adolescents. Deb et al. (2015), for example, found 63.5% of students reported stress due to academic pressure. No significant differences across gender, age, grade, or any other personal factor were found. Further, 66% of the students reported feeling pressure from their parents for better academic performance. Academic stress was positively correlated with not just parental pressure but also with psychiatric problems, indicating the harmful impact it can have on students' psychological wellbeing. Jayanthi et al. (2015) also reported detrimental effects of academic stress among adolescents in Tamil Nadu, India, those who experienced academic stress were found to be at 2.4 times higher risk of depression than those not experiencing academic stress.

Class XII is the most stressful time of one's school life. Besides the pressure to perform well in one's board exams, students also face stress from preparing for entrance exams and deciding which path to pursue once they pass out from school. Following this, among class XII students in Chennai, India, Rao (2008) found that a majority of the students reported that they were stressed by the coming school year. Further, rates of depression and anxiety were found to be very high in the sample of students. Students' perceptions of reported stress were categorized by the researchers into six themes: busy schedules, experience of stress, somatic symptoms, attitudes and beliefs about 12th standard, role of God vs. hard work, and education reforms.

Another study on students of class XII was conducted by Baviskar et al. (2013). Overall, class XII students were found to be under high stress, explained by the board exams they had to give that year. The study further made stream-wise (arts, commerce and science) comparisons of students on the criteria of depression, anxiety and stress. The results showed arts students to have the highest levels of depression, anxiety and stress. Although science students often face the greatest workload and pressure to do well, stress among arts students may be due to their uncertainty regarding their future due to limited occupational opportunities in their chosen field of study.

Environmental Sources of Stress
Do and Tasanapradit (2008), identifying environmental sources of stress among medical students, reported that approximately 72% of students had to change their place of living, moving to an unfamiliar environment. Other stressors identified by the students included being put on hold for a long time (67%), not getting enough vacation or break time (61.8%), car troubles (56.1%), waiting in long line (55%), and computer problems (49.3%).

Consequences of Exposure to Stress
Having identified the various sources of stress among youth, we now delineate the consequences of exposure to stress. Although it is something we all experience on a regular basis, and something that can even be a motivating force (eustress), chronic exposure to stress has been associated with various harmful ramifications.

Long-term stress can cause anxiety, high blood pressure and a weakened immune system, and can additionally contribute to the development of diseases such as depression, obesity and heart disease (American Psychological Association, 2018). Further, among African-American school students, McCabe et al. (1999) found stress exposure to be associated positively with social skill deficits, acting out, and shy or anxious behavior in children. In the Indian setting, Jayanthi et al. (2015) found adolescents with academic stress to be at 2.4 times higher risk of developing depression as compared to those not experiencing any stress from academics, while Deb et al. (2015) found academic stress to be positively correlated with psychiatric problems.

Besides behavioral and health-related consequences, students' high stress levels have also been found to have a significant negative relationship with their academic achievement (Shaikh et al., 2004; and Elias et al., 2011).

Coping Strategies
Exposure to stress is a certainty in life. Various situations can come up that can act as stressors for an individual. They may range from minor hassles we face every day (such as getting late for school or work due to traffic or having to run around getting paperwork done for something) to more major events such as loss of a family member or moving to a new country. As discussed above, chronic or long-term exposure to such stressors has unfavorable consequences for an individual's mental as well as physical wellbeing. Researchers have thus also worked to identify various factors that act as buffers or that protect one from the negative impact of the stressors they face. Focus has also been on interventions that can be implemented to help individuals cope with stress better, as well as identifying coping strategies that are more beneficial than others.

Crockett et al. (2007) studied acculturative stress among Mexican American college students and identified some factors that play a buffering role in the relationship between stress and its harmful consequences. Active coping was found to be associated with better adjustment (defined as lower depression levels) among the students, whereas avoidant coping was seen to predict poorer adjustment (higher levels of depression and anxiety). They further reported parental support and active coping as buffering the effects of high acculturative stress on anxiety symptoms and depressive symptoms seen among the students. In addition, peer support was observed to moderate the relationship between acculturative stress and symptoms of anxiety. Active coping has further been demonstrated to be a useful strategy in specific situations. Clarke (2006) found that use of active coping strategies in response to controllable stressors was associated with fewer externalizing problems and higher social competence as compared to when they were used in response to uncontrollable stressors.

Some of the important protective factors against stress are related to family and the support one gets from their family members. Maternal support, for example, was found to act as a buffer against the development of conduct problems and emotional symptoms in youth coming from families that had at least one parent serving in the US military. Such a situation can be a source of stress for the individual because of the uncertainty regarding the political environmental, frequent separations from the serving parent, frequent relocations, etc., resulting in elevated levels of conduct problems. Grant et al. (2000), on the other hand, found positive relationship with one's father figures to buffer the effects of stress on externalizing symptoms. While this effect was observed for both boys and girls, certain factors were found to play a protective role with only one of the genders: religious involvement was protective only for girls while avoidant coping strategies diminished the effect of stress on externalizing symptoms only for boys.

Researchers further found that among the youth population exposed to many family stressors: (a) parental demandingness was negatively associated with child acting out; and (b) kin support was associated negatively with acting out and shy or anxious behavior in the sample. These findings are suggestive of these family-related factors working to partially shield children from the injurious effects of stress (McCabe et al., 1999). Youngstrom et al. (2003) too found that among adolescents, family support along with self-concept moderated the influence of life and cumulative stress on problem behavior outcomes.

Certain individual characteristics can also act as buffers to reduce the harmful impacts of exposure to stress. Hjemdal et al. (2006), for example, found that among university students, social competence and planned future act as protective factors in the effect of stressful life events' exposure on the development of psychiatric symptoms. Resourcefulness is another such characteristic that has been found to play a similar function among younger students (Leung and He, 2010).

Finally, certain interventions have been studied for their effectiveness in helping individuals cope with stress. Mendelson et al. (2010) assessed mindfulness and yoga interventions to cope with stress among school students and found positive impact on three aspects of problematic responses to stress including rumination, intrusive thoughts and emotional arousal. Wells and Evans (2003) have studied the role of nature or vegetation near one's place of residence in helping them cope with stress. Among rural school children, they found nature moderated the impact of stressful life events on the psychological wellbeing of children. Lastly, Yin et al. (2005) found physical activity to buffer the effects of chronic stress on obesity among the youth. Managing stress is not that easy. All these challenges of stress can be dealt with proper management of coping skills. Students may be helped with the coping skills in order to make them confident, real life problem solver, making informed choices about education and career, mentally sharp, physically strong and proactive approach towards perceived stress.

Objectives

• To find out the level of stress perceived among the management student.
• To identify sources of stress among postgraduate management students.
• To find stress coping mechanism adopted by the management student.
• To determine the relationship between perceived stress and coping mechanism of postgraduate management students.

Data and Methodology
We have adopted scales from available literature to measure perceived stress (Cohen et al., 1983) and Brief Cope Inventory for coping stress mechanism (Carver, 1997). The perceived stress among students was measured on 5-point Likert scale (0 = Never; 4 = Very Often), whereas coping mechanism was measured on 4-point Likert scale (1 = Not at All True; 4 = Always). Primary data was collected with the help of structured questionnaire with closed-ended questions by using purposive sampling method. The sample size for the study was 405 management student from the NCR region. In addition, the authors have assessed the reliability of the research instrument by using Cronbach's alpha values. The study results confirmed reliability of the instrument. The data was analyzed by using Pearson Product-Moment Correlation Analysis and Multivariate Analysis of Variance (MANOVA).

Qualitative Study
Self-written narrative analysis were taken from the students related to sources of stress and coping mechanism. Thematic analysis was done for qualitative data obtained from 100 management students only out of a total of 405 students from NCR. The data obtained through the narratives were transcribed by reading and re-reading the data. Salient codes were extracted from the complete data based on the relevance and important to the study objectives. Then potential themes, which capture important elements about the data was generated including similar themes and new emergent themes from the codes. All the themes were identified and collated. The naming of the themes and subthemes was done in order to analyze and establish a pattern related to the study objectives (Braun and Wilkinson, 2003; and Braun and Clarke, 2006).

Themes identified are shown in Tables 1, 2 and 3.

Results
Qualitative Analysis of Data
The following themes and sub-themes emerged from thematic analysis of the obtained qualitative data.

The data was analyzed by using Pearson Product-Moment Correlation Analysis and Multivariate Analysis of Variance (MANOVA) (see Tables 4 and 5).

As can be seen, significant positive correlations were found between Perceived Stress and Self-Distractions (r = 0.118, p < 0.017); Denial (r = 0.170, p < 0.001); Substance Abuse (r = 0.178, p < 0.000); Use of Instrumental Support (r = 0.129, p < 0.009); Behavioral Disengagement (r = 0.158, p < 0.001); Venting (r = 0.233, p < 0.000); Self-Blame (r = 0.290, p < 0.000) and Humor (r = 0.133, p < 0.007). Moreover, the authors found negative relationship between Perceived Stress and Active Coping Mechanism (r = -0.211, p < 0.000); Perceived Stress and Positive Reframing (r = -0.159, p < 0.001); Perceived Stress and Acceptance (r = -0.211, p < 0.000).

Multivariate Analysis of Variance (MANOVA) Results
It can be seen from the above Table 5 that, there was no significant gender difference in case of Self-Distractions, Active Coping, Use of Emotional Support, Venting, Isolation, Positive Reframe, Acceptance, Religion, and Instrumental Support. Whereas, study results confirmed significant gender differences in case of Denial, Substance Use, Behavioral Disengagement, Self-Blame, Planning, and Humor.

Discussion
The current study intended to find out the level and sources of stress perceived among the management student. The qualitative research helped to identify the types of stress.

Sources of Stress
Theme 1: Academic/Career
Among college students, academic sources of stress are the most significant ones. Academic-related factors contributing to stress among students may include the pressure to perform well in exams, confusion regarding what career one should go for, significant workload as one enters higher classes, peer comparison, among others. In a Washington Post article, Shapiro (2014) cited a survey of US teenagers and adults, revealing that teens reported being more stressed out than adults with 83% of the teens identifying the school as a primary source of stress. In the present study, stress resulting from career or academic factors was the most common one. This applies to both online and offline modes.

Deadlines/Workload: Students feel stressed about college workload irrespective of online or offline mode of teaching: assignments, presentations, tests and deadlines. Some shared they have problems attaining a balance between their academic demands and participating in extra-curricular activities. Difficulty in managing time to be able to meet deadlines was also a significant stressor. Other researchers found academic workload to contribute significantly to students' experiences of stress (e.g., Ross et al., 1999; Shaikh et al., 2004; and Do and Tasanapradit, 2008). The following are some excerpts for what students shared regarding their workload that causes them stress:

Exam Performance: Many students faced stress due to exam anxiety. They worry about performing poorly in exams as well as their performance in future exams. Especially, when evaluations are near, many students reported sleepless nights and anxiety.

Dissatisfaction with Course: A few students also shared that pursuing a course that is not of their choice due to parental pressure caused them stress as they do not find it exciting or in sync with their aptitude, interests and abilities.

Parental Pressure/Expectations: Students shared that their parents have high expectations from them. Parents also exert pressure regarding exam performance, getting a good job, and establishing a secure career. Deb et al. (2015) found that 66% of their participants reported feeling pressure from their parents for better academic performance. Self-Doubt, Low Confidence: Students shared feeling stressed due to comparisons. Comparisons with one's peers are a part of social life, but when one sees deficits and weaknesses in themselves because of that, it leads to low self-esteem and self-doubt and stress.

Uncertainty About Course/Career: Students face uncertainties concerning the course they are pursuing. Sometimes, they are unsure if they have chosen the right one. They feel pessimistic about getting into the right college for higher studies or after that securing a good job.

Theme 2: Financial Factors

Economic factors such as student loans or low family income can also cause worry to students. Such factors include having to pay bills, overspending, not having enough money to go out with peers, etc. Dubat et al. (2007) found that among school-going adolescent girls in Hyderabad, India, 50% experienced financial stress. In the present study, students shared their stress about repaying loans their families had taken for their education. Those staying in hostels found it stressful to manage their finances for the month. Some were disturbed by the fact that they were still financially dependent on their parents.

Family Finances: Students experience stress when their families are struggling financially. Few students were also concerned that their family had taken a loan to put them through college. They felt it was their responsibility to repay the loan. Repaying a loan can be a daunting task and was seen as a stressor. Heckman et al. (2014) found financial stress to be widespread among college students, with student loan debt as one of the most essential stressors.

Hostel Finances: Most students move out of their homes and live away from their parents for the first time when they go to college. Thus, they may find it stressful to manage their finances properly, spend wisely, pay bills on time, etc. However, in the present Covid-19 era, online education is keeping students safe from hostel-related stress.

Not Being Financially Independent: Some students reported being stressed because of not being financially independent. They were uncomfortable for being dependent on their parents for their finances and desired to be able to live on their own.

Theme 3: Environmental Factors
Various environmental stressors were shared by students, especially those who were staying in hostels, who had the added stress of adapting to a new environment. Commuting to college, especially for those who stay far was another major stressor. In online mode of education, this type of stress is absent.

Poor Living Conditions: Not having a satisfactory place to live was cited by some students as a stressor. Primarily, those staying away from home, in hostels or paying guest. Factors like unhygienic surroundings, overcrowding and noise in the neighborhood were shared as sources of stress. During pandemic, while online education is the only option, this type of stress is not there for now.

Commuting to College: The everyday commute from home to college and college to home emerged as another stressor to students in case of offline education mode. Students shared that while commuting, they had to face traffic jams, noise and air pollution; they also lost valuable time being stuck, leading to the stress of reaching college late or missing morning lectures. Shaikh et al. (2004) found day scholars to be more stressed than students residing in hostels and attributed this to the former having to commute daily between college and residence. But in pandemic times, since online mode of teaching was available, so this type of stress was not felt.

Theme 4: Interpersonal Factors
Interpersonal stressors are among the most salient ones for youth (Stark et al., 1989, as cited in Clarke, 2006). Interpersonal sources of stress may include unhealthy or conflict-ridden family, peer or romantic relationships; inability to meet expectations of one's close ones; desire to be liked and accepted by everyone; giving in to peer pressure; among other things. Especially among the youth population, interpersonal conflicts with peers or romantic partners can be a significant stressor. Bulo and Sanchez (2014) studied different sources of stress among college students and found interpersonal sources to be causing the highest stress. Among this study's sample, students reported interpersonal stress to be arising from the pressure to meet the high expectations of their parents and romantic partners; not having enough leisure time to be able to spend time with loved ones; seeking acceptance from everyone; doing things one does not want to due to peer pressure; lack of social support; and family issues such as conflicts, health issues or loss of a family member.

High Expectations: Students shared feeling stressed thinking about the high expectations that people have from them. While for most these referred to expectations their parents had from them regarding their academic performance, getting a good and secure job, a few also mentioned expectations of romantic partners to be a source of stress: such as when one is not able to give one's partner enough time and attention, and it leads to conflicts between the two.

No Leisure Time: Some participants shared that they feel stressed when they are unable to have some leisure time either for themselves (to engage in hobbies, etc.) or for their loved ones. Usually, academic workload was the reason behind students not getting enough free time.

Seeking Acceptance from Everyone: Another source of stress that emerged from the analysis of data was students' desire to be liked and accepted by all of their peers. Not getting along well with one's classmates, for example, was a stressor identified by a few students. Peer acceptance is a source of stress among adolescents and very likely some individuals feel a strong need for it even in later years, more so in a college setting.

Peer Pressure: Another source of stress is peer pressure. Many students find it difficult to say no to their friends and end up doing things they do not wish to. This may be related to the sub-theme described above: the need to be liked by one's peers. Those high on this need would find it even more difficult, and they may not say so hoping it would lead to greater acceptance for them among their peer group.

Family Issues: Students shared certain issues with their family that were causing them stress. These included unhealthy relationships with one or more family members, their poor health, and loss of a family member, among others. These issues distracted students from their studies, which further adds to stress. Especially for male students, death of the breadwinner of the family was a major stressor as they had to face the added responsibility of bringing financial stability to the family.

Lack of Social Support: Social support acts as a buffer against other stressors and a lack of it can lead to people finding it more difficult to deal with the other stressors. Wilcox et al. (2005) found social support to be important for college students that the presence or absence of it was an important factor students considered when making decisions of staying in or leaving college.

Theme 5: Moving to a New Place for College
Many students move to PGs when they start higher education in normal times. But, in pandemic times, due to online mode of education, this stress was not present. But, in normal times, this move in itself can be stressful. For instance, a new environment, or routine; or making new friends and develop a new social support network; feelings of loneliness and homesickness may arise; they also have to take on additional roles and responsibilities as they would now have to do many things that their parents may have been doing for them back home.

Adjustment Problems: In normal times, some students find it difficult adjusting to their hostel life. When moving from home to hostel, a student undergoes many changes in their routine, habits, and daily functioning. Moving to a completely new environment can result in students experiencing a loss of control over many aspects. Due to pandemic, online education did not allow this stress.

Homesickness, Loneliness: Students feel stressed because of homesickness and loneliness when education is offered in physical mode. Even though they kept in touch with their family, friends, hectic college schedules do not permit regular meetings. Palai and Kumar (2016) also found a positive relationship between stress and homesickness among university students in India. But, in pandemic time, students were free from this type of stress.

New Roles, Responsibilities, Social Circle: In normal times, students take up new roles and responsibilities, and establish new social networks when they live independently. This can be stressful and challenging, even simple things as doing one's laundry or getting the grocery. But in pandemic time, students did not experience this type of stress as education was online.

Health Issues: One's physical or mental health problems were identified as stressors by some participants. Such issues usually included anxiety, depression, migraines or the seasonal flus. This may happen in both online and offline modes of education. Dusselier et al. (2005) also found frequency of experiencing health problems (such as depression, sleep difficulties, chronic illness, etc.) to be significant stress predictors.

Theme 6: Miscellaneous Sources
Besides the stressors identified above, some others also emerged in the analysis that did not fit into a broader category. The authors have discussed them here under miscellaneous sources of stress as shared by numerous participants.

Establishing a Unique Identity: Only one participant mentioned feeling the pressure and stress of having to establish a new and unique identity for himself.

Stage Fright: Motley (1988, as cited in Burnley et al., 1993) reported anxiety about public speaking to be experienced by about 85% of the general population. A few participants in the current study shared that presenting in front of the entire class (both physical and virtual) was a stressful event for them.

Dissatisfaction with Physical Appearance: Wahed and Hassan (2017) found high stress and anxiety among college students to be associated with being overweight or looking good both in physical class or in online mode through camera.

Coping Strategies Adopted
Theme 1: Problem-Focused Strategies
Problem-focused coping refers to efforts made to amend the problem one is facing. It generally includes strategies like generating possible solutions to a problem, evaluating these options and weighing one against another, implementing the solution step-wise to resolve the problem (Lazarus and Folkman, 1984, as cited in Baker and Berenbaum, 2007). Because the coping strategies here are problem-specific, the authors have discussed them separately for each stressor.

For Academic Stress
Developing a Plan of Action: Many students shared that they try to make and follow a plan of action or time table so that they are better able to manage their time and can avoid last minute rushing for meeting deadlines. Putting in More Effort: Performance was a major stressor for students, many of them reported dealing with it by putting in more effort in their studies such as by joining tuitions, taking extra classes, going for mock tests for practice, and focusing on skill development activities and workshops.

For Financial Stress
Taking Tuitions: Although financial stress as a stressor was identified by many students, only one addressed how he coped with it. Many students cope with this issue emotionally rather than focusing on coping strategies.

For Interpersonal Stress
Open Discussion to Resolve Conflicts:
To deal with interpersonal conflicts or differences, many students shared they coped with them by talking to the person they were having differences with and resolved them by reaching a consensus on the issue.

For Miscellaneous Sources of Stress
Identify Source of Stress to be Addressed:
It is important to understand what is causing one stress so that the steps taken to address the issue are effective. Many students seemed to feel that they make efforts to first understand the root causes of the stress they may be facing and then go about thinking of ways to relieve it. Professional Help for Health Issues: Many students did not have major health issues causing them stress, among those who did, coping involved seeking professional medical help for both mental and physical health problems. Seeking Guidance from Family, Teachers, and the Internet: As a form of social support, students tried to gain advice, guidance and help from different online as well as social sources for specific problems they were facing; their focus here was not on venting their emotions or on simply sharing with others their problems, but actively seeking from them advice and recommendations on how to solve their problems.

Theme 2: Emotion-Focused Strategies
In contrast to problem-focused coping, emotion-focused coping targets the emotional distress associated with a stressful situation and strategies adopted here aim to reduce this distress (Lazarus and Folkman, 1984, as cited in Baker and Berenbaum, 2007). Strategies of such coping may include denial, seeking social support, sharing and venting one's problem and feelings, etc.

Seeking Social Support: Many students shared seeking social support from their family, friends or romantic partners as a coping strategy. Spending time with loved ones was described as a relaxing time. Sharing one's problems and issues and venting all the pent-up emotions can be cathartic and a good stress reliever for many.

Relaxation, Changing Ways of Thinking: Almost all students reported that they deal with stress by engaging in various activities like meditation to help them relax, or by consciously changing their thought patterns to be more optimistic and positive. Many shared relying on religious, spiritual or motivational speeches and online videos to find strength and calm their minds.

Distractions to Avoid Thinking of Stressor: Sometimes in situations one has no control over, keeping oneself distracted can be a way out. Many students shared they engage in activities such as shopping, reading, listening to music to keep their minds off their problems. Some acknowledged that it was not a healthy way of coping but felt that the situation did not allow them any other means of coping.

Conclusion
This study investigated the relationship between perceived stress, and coping mechanism of postgraduate management students. The qualitative research led to identify six themes related to sources of stress among students, namely, academic/career, financial factors, environmental factors, interpersonal factors, moving to a new place for college, and miscellaneous sources. Further, the qualitative methodology helped to identify stress coping measures like problem-focused strategies, and emotion-focused strategies.

This study could not find difference among males and females with reference to perceived stress. These findings are in contrast with prior studies (e.g., Dusselier et al., 2005; Pierceall and Keim, 2007; and Brougham et al., 2009). The study found gender differences in the use of coping strategies among management students. The study results confirmed that female students reported greater use of emotion-focused coping strategies including Denial, Substance Use, Behavioral Disengagement, Self-Blame, Planning, and Humor. These results are consistent with the findings of research conducted by Eaton and Bradley (2008). Whereas, there was no significant difference among males and females in adopting coping strategies like Self-Distractions, Active Coping, Use of Emotional Support, Venting, Isolation, Positive Reframe, Acceptance, Religion, and Instrumental Support.

The results confirmed positive relationship between Perceived Stress and Venting (r = 0.233, p < 0.000); Perceived Stress and Self-Blame (r = 0.290, p < 0.000); Perceived Stress and Denial (r = 0.170, p = 0.001); Perceived Stress and Substance Abuse (r = 0.178, p = 0.001); Perceived Stress and Self-Distractions (r = 0.118, p = 0.017). Moreover, the authors found negative relationship between Perceived Stress and Coping Mechanism (r = -0.211, p < 0.000); Perceived Stress and Positive Reframing (r = -0.159, p = 0.001); Perceived Stress and Acceptance (r = -0.211, p < 0.000). Also, it was found that moderate stress level among 76.60% of the respondents, low stress level among 13.90% and perceived high stress level among 9.40%.

Both from qualitative and quantitative analysis, the study found students were having moderate level of stress which is above the standard norms (as cited in perceived stress scale norms Manuel Cohen, 1994) the average was given a mean of 14.2; SD (6.2) age group of 18-29 years; male (M = 12.1; SD = 5) and female (M = 13.7; SD = 6.6).

From the findings of coping mechanism both quantitative and qualitative analysis, the study found students using both problem-focused and emotion-focused strategies to cope with stress like active coping, planning, use of religion and acceptance, positive reframing, seeking support from parents and friend, discussed openly with friends as positive mechanism of coping with stress whereas students used distraction, isolation, self-blame, venting and lesser percentage of substance abuse, venting as negative mechanism of coping with stress.

Implications: The results of this study have implications for the field of student psychology including practice and information to be circulated to universities and college students especially policy makers. Although male and female students exhibit stress symptoms, in case of coping mechanism, females students reported greater use of emotion-focused coping strategies including Denial, Substance Use, Behavioral Disengagement, Self-Blame, Planning, and Humor. This insightful information could be used in a variety of settings like clinical, classroom, and within social organizations, etc. It is highly likely that many college students may have an incomplete awareness of which methods of coping they use in times of distress. Encouraging examination into ways of coping may be an advantageous interference for educators to consider as they assist students in their triangulation of the academic experience. Further, higher educational institutions' academicians should endure the dialog of understanding the methods, by which these students are coping with the stress and pressure of completing an academic course.

The study data may be informative when endeavoring to appreciate exactly how management students cope with the many stressors connected with the institutions's experience. However, literature has proof of enormous articles highlighting significant positive relationship between stress and alcohol consumption among students during stressful situations in the college premises (Borsari and Carey, 2003).

The qualitative findings of this study highlighted the fact that there are various methods with which the students try to cope with stress like problem-focused strategies, and emotion-focused strategies. This is a positive finding, and educationalists should use this data to continue encouraging positive methods for coping with stress. Furthermore, this information could be used to highlight the strengths of students who do not appear to be using substances as a primary technique of coping with stress.

Limitations and Future Scope: Several factors should be taken into consideration when applying and interpreting the results of current study. The measures utilized in this study were selected based on previous research and each demonstrated sufficient reliability and validity. The data was collected from a single educational institution. Therefore, it is difficult to generalize the results to a wider population. Further, this study did not employ other demographic variables barring gender. The inclusion of those demographic variables could have contributed more in terms of better understanding the perceived stress and coping strategies.

Future studies should focus on college student substance use with a stress on understanding determinants contributing to problematic substance use on academic campuses. It would also be helpful to include a comparison group encompassed of other students who have received disciplinary action for substance use for coping with the stressors.

Moreover, future research should also explore the relationship between graduation background and substance use; rural/urban background and substance use; financial situation and substance use; occupation of parents and substance use. Researcher may also apply a longitudinal approach to data collection in the year within the same sample group and compare the intensity of stress and coping mechanism.

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