Teori Stres: Stimulus, Respons, dan Transaksional

Nasib Tua Lumban Gaol
(Submitted 17 May 2016)
(Published 1 June 2016)

Abstract


This paper presents an analysis based on several literature reviews. It aims to understand the basic concept of stress. Understanding the fundamental concept of stress is necessary due to it leads to comprehending deeply regarding what stress is. Principally, there models of stress confirm what stress is and how stress occurs on human. First, the stimulus model of stress is the treating environments that stimulate individual to perceive stress. Second, the response model of stress is a bodily reaction to the source of stress. Third, the transactional model of stress is the evaluation process to the sources of stress between person and treating environment.Accordingly, stress can occur when individual deals with the unexpected environments or threatening situations. Stress can be come eustress (positive) or distress (negative) for someone who perceives stress. If the ability to deal with stress is not sufficient and demands are excessive, stress will increase continuously. onsequently, stress contributes negatively on physical and psychological health. Therefore, the awareness toward stress and its symptoms is likely to avoid from the negative consequence of stress.

Keywords


theory of stress; health; eustress; and distress

Full Text: Uncorrected Proof PDF

DOI: 10.22146/bpsi.11224

References


Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of university of Botswana. Educational Research and Reviews, 4(2), 63-70.

Bartlett, D. (1998). Stress: Perspectives and processes. Philadelphia, USA: Open University Press.
Carr, D., & Umberson, D. (2013). The social psychology of stress, health, and coping. In DeLameter, J. & Ward, A. (Eds.). Handbook of Social Psychology (pp. 465-487). Netherlands: Springer.

Chambel, M. J., & Curral, L. (2005). Stress in academic life: work characteristics as predictors of student well‐being and performance. Applied psychology, 54(1), 135-147. DOI: 10.1111/j.1464-0597.2005. 00200.x

Carton, S. T., & Goodboy, A. K. (2015). College Students’ Psychological Well-Being and Interaction Involvement in Class. Communication Research Reports, 32(2), 180-184. DOI:10.1080/08824096. 2015.1016145

Das, P. P. P., & Sahoo, R. (2012). Stress and Depression among post-graduate students. International Journal ofScientific and Research Publication, 2(7), 1-5.

Dewe, P. J., O’Driscoll, M. P., & Cooper, C. L. (2012). Theories of psychological stress at work. In Gatchel, R.J. & I.Z. Schultz, I.Z. (eds.) Handbooks in Health, Work, and Disability (pp. 23-38). USA: Springer.

Gadzella, B. M., Baloglu, M., Masten, W. G., & Wang, Q. (2012). Evaluation of the student life-stress inventory-revised. Journal of Instructional Psychology, 39(2), 82-91.

Greenberg, J. S. (2006). Comprehensive Stress Management 10th Edition. New York, USA: McGraw-Hill Compenies, Inc.

Hariharan, M., & Rath, R. (2008). Coping with life stress: The Indian experience. India: SAGE Publications India Pvt Ltd.
Hinkle, L. E. (1974). The concept of stress in the biological and social sciences. The International Journal of Psychiatry in Medicine, 5(4), 335-357. DOI: 10.2190/ 91DK-NKAD-1XP0-Y4RG

Jarinto, K. (2010). Eustress: A Key to Improving Job Satisfaction and Health among Thai Managers Comparing US, Japanese, and Thai Companies Using SEM Analysis. NIDA Development Jour­nal, 50(2), 100-129.

Jayanthi, P., Thirunavukarasu, M., & Rajkumar, R. (2015). Academic stress and depression among adolescents: A cross-sectional study. Indian pediatrics, 52(3), 217-219.

Jovanovic, J., Lazaridis, K., & Stefanovic, V. (2006). Theoretical approaches to problem of occupational stress. Acta Facultatis Medicae Naissensis, 23(3), 163-169.

Kupriyanov, R., & Zhdanov, R. (2014). The eustress concept: problems and out­looks. World Journal of Medical Sciences, 11(2), 179-185. DOI: 10.5829/idosi.wjms. 2014.11.2.8433

Lazarus, R. S. (1993). From psychological stress to the emotions: A history of changing outlooks. Annual review of psychology, 44, 1-21.

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York, USA: Springer Publishing Company.

Le Fevre, M., Matheny, J., & Kolt, G. S. (2003). Eustress, distress, and inter­pretation in occupational stress. Journal of Managerial Psychology, 18(7), 726-744.

Lin, S. H., & Huang, Y. C. (2014). Life stress and academic burnout. Active Learning in Higher Education, 15(1), 77-90. DOI: 10.1177/1469787413514651

Lyon, B. L. (2012). Stress, coping, and health. In Rice, H. V. (Eds.) Handbook of stress, coping and health: Implications for nursing research, theory, and practice (pp.3-23). USA: Sage Publication, Inc.

Marshall, L. L., Allison, A., Nykamp, D., & Lanke, S. (2008). Perceived stress and quality of life among doctor of phar­macy students. American journal of pharmaceutical education, 72(6), 1-8.

Olff, M., Langeland, W., & Gersons, B. P. (2005). Effects of appraisal and coping on the neuroendocrine response to extreme stress. Neuroscience & Biobeha­vioral Reviews, 29(3), 457-467. DOI: 10.1016/j.neubiorev.2004.12.006

Oswalt, S. B., & Riddock, C. C. (2007). What to do about being overwhelmed: Graduate students, stress, and univer­sity services. College Student Affairs Journal, 27(1), 24-44.

Palmer, L. (2013). The relationship between stress, fatigue, and cognitive function­ing. College Student Journal, 47(2), 312-325.

Rafidah, K., Azizah, A., Norzaidi, M. D., Chong, S. C., Salwani, M. I., & Noraini, I. (2009). Stress and academic perfor­mance: Empirical evidence from univer­sity students. Academy of Educational Leadership Journal, 13(1), 37-51.

Rice, V. H. (Ed.). (2011). Theories of stress and Its Relationship to Health. In Rice, H. V. (Eds.), Handbook of stress, coping, and health: Implications for nursing research, theory, and practice. USA: Sage Publication, Inc.

Schneiderman, N., Ironson, G., & Siegel, S. D. (2004). Stress and health: psycho­logical, behavioral, and biological determinants. Annual review of clinical psychology, 1, 607-628. Doi:10.1146/ annurev.clinpsy.1.102803.144141

Schwabe, L., & Wolf, O. T. (2012). Stress modulates the engagement of multiple memory systems in classification learning. The Journal of Neuroscience, 32(32), 11042-11049. DOI:10.1523/ JNEUROSCI.1484-12.2012

Serido, J., Almeida, D. M., & Wethington, E. (2004). Chronic stressors and daily hassles: Unique and interactive relation­ships with psychological distress. Journal of Health and Social Behavior, 45(1), 17-33. Doi: 10.1177/ 002214650404500102

Spurgeon, A., Jackson, C. A., & Beach, J. R. (2001). The Life Events Inventory: re‐scaling based on an occupational sample. Occupational Medicine, 51(4), 287-293.

Staal, M. A. (2004). Stress, cognition, and human performance: A literature review and conceptual framework. Nasa technical memorandum, 212824, 9. http:// humanfactors.arc.nasa.gov/web/library/publications/publications.php

Stallman, H. M. (2010). Psychological distress in university students: A comparison with general population data. Australian Psychologist, 45(4), 249-257. DOI:10.1080/00050067.2010.482109

Talib, N., & Zia-ur-Rehman, M. (2012). Academic performance and perceived stress among university students. Educational Research and Reviews, 7(5), 127-132. DOI: 10.5897/ERR10.192

Thoits, P. A. (1994). Stress, coping, and social support processes: where are we? What next? Journal of health and social behavior, 35, 53-79. http://www.jstor. org/stable/2626957

Ursin, H., & Eriksen, H. R. (2004). The cognitive activation theory of stress. Psychoneuroendocrinology, 29(5), 567-592. Doi: 10.1016/S0306-4530(03)00091-X

Waqas, A., Khan, S., Sharif, W., Khalid, U., & Ali, A. (2014). Association of aca­demic stress with sleeping difficulties in medical students of a Pakistani medical school: a cross sectional survey. PeerJ, 2-11. DOI: 10.7717/peerj.840


Refbacks

  • There are currently no refbacks.




Copyright (c) 2016 Buletin Psikologi

License URL: http://jurnal.ugm.ac.id/buletinpsikologi