Skip to main content
SpringerLink
Log in
Book cover

International Symposium on Human Mental Workload: Models and Applications

H-WORKLOAD 2019: Human Mental Workload: Models and Applications pp 186–204Cite as

Do Cultural Differences Play a Role in the Relationship Between Time Pressure, Workload and Student Well-Being?

  • Conference paper
  • First Online:

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1107))

Abstract

Student workload is an issue that has implications for undergraduate student learning, achievement and well-being. Time pressure, although not the only factor that influences students’ workload or their perception of it, is very pivotal to students’ workload. This may vary from one country to the other and maybe affected by cultural differences. The current study investigated the impact of nationality and time pressure on well-being outcomes as well as perceptions of academic stress and academic work efficiency. The study was cross-cultural and cross-sectional in nature and comprised 360 university undergraduates from three distinct cultural backgrounds: White British, Ethnic Minorities (in the United Kingdom) and Nigerian. The findings suggest that time pressure directly or indirectly (i.e. in tandem with nationality) predicted negative outcomes, work efficiency and academic stress. This implies that nationality/ethnicity also plays a role in the process.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  1. Wickens, C.D., Hollands, J.G., Banbury, S., Parauraman, R.: Engineering Psychology and Human Performance, 4th edn. Routledge, Abingdon (2016)

    Google Scholar 

  2. Byrne, A.: The effect of education and training on mental workload in medical education. In: Longo, L., Leva, M.Chiara (eds.) H-WORKLOAD 2018. CCIS, vol. 1012, pp. 258–266. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-14273-5_15

    Chapter  Google Scholar 

  3. Fan, J., Smith, A.P.: The impact of workload and fatigue on performance. In: Longo, L., Leva, M.C. (eds.) H-WORKLOAD 2017. CCIS, vol. 726, pp. 90–105. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-61061-0_6

    Chapter  Google Scholar 

  4. Bowyer, K.: A model of student workload. J. High. Educ. Policy Manag. 34(3), 239–258 (2012). https://doi.org/10.1080/1360080x.2012.678729

    Article  Google Scholar 

  5. Kingsland, A.J.: Time expenditure, workload, and student satisfaction in problem-based learning. New Dir. Teach. Learn. 1996(68), 73–81 (1996). https://doi.org/10.1002/tl.37219966811

    Article  Google Scholar 

  6. Kember, D.: Interpreting student workload and the factors which shape students’ perceptions of their workload. Stud. High. Educ. 29(2), 165–184 (2004). https://doi.org/10.1080/0307507042000190778

    Article  Google Scholar 

  7. Kyndt, E., Berghmans, I., Dochy, F., Bulckens, L.: ‘Time is Not Enough.’ Workload in Higher Education: a student perspective. High. Educ. Res. Dev. 33(4), 684–698 (2013). https://doi.org/10.1080/07294360.2013.863839

    Article  Google Scholar 

  8. Devlin, M., Gray, K.: In their own words: a qualitative study of the reasons Australian university students plagiarize. High. Educ. Res. Dev. 26(2), 181–198 (2007). https://doi.org/10.1080/07294360701310805

    Article  Google Scholar 

  9. Baeten, M., Kyndt, E., Struyven, K., Dochy, F.: Using student-centred learning environments to stimulate deep approaches to learning: factors encouraging or discouraging their effectiveness. Educ. Res. Rev. 5(3), 243–260 (2010). https://doi.org/10.1016/j.edurev.2010.06.001

    Article  Google Scholar 

  10. Chambers, E.: Work-load and the quality of student learning. Stud. High. Educ. 17(2), 141–153 (1992). https://doi.org/10.1080/03075079212331382627

    Article  Google Scholar 

  11. Souto-Iglesias, A., Baeza_Romero, M.: Correction to: a probabilistic approach to student workload: empirical distributions and ECTS. High. Educ. 76(6), 1027–1027 (2018). https://doi.org/10.1007/s10734-018-0270-1

    Article  Google Scholar 

  12. Ramsden, P.: Improving teaching and learning in higher education: the case for a relational perspective. Stud. High. Educ. 12(3), 275–286 (1987). https://doi.org/10.1080/03075078712331378062

    Article  MathSciNet  Google Scholar 

  13. Smith, A.P.: Student Workload, Wellbeing and Academic Attainment Submitted

    Google Scholar 

  14. Bergin, A., Pakenham, K.: Law student stress: relationships between academic demands, social isolation, career pressure, study/life imbalance and adjustment outcomes in law students. Psychiatry Psychol. Law 22(3), 388–406 (2014). https://doi.org/10.1080/13218719.2014.960026

    Article  Google Scholar 

  15. Pritchard, M., McIntosh, D.: What predicts adjustment among law students? A longitudinal panel study. J. Soc. Psychol. 143(6), 727–745 (2003). https://doi.org/10.1080/00224540309600427

    Article  Google Scholar 

  16. Ryan, R.M., Deci, E.L.: On happiness and human potentials: a review of research on hedonic and eudaimonic well-being. Annu. Rev. Psychol. 52, 141–166 (2001). https://doi.org/10.1146/annurev.psych.52.1.141

    Article  Google Scholar 

  17. Caccioppo, J.T., Bernsto, G.B.: The affect system: architecture and operating characteristics. Curr. Dir. Psychol. Sci. 8, 133–137 (1999). https://doi.org/10.1111/1467-8721.00031

    Article  Google Scholar 

  18. Smith, A.P., Wadsworth, E.A.: A holistic approach to stress and wellbeing. Part 5: what is a good job? Occup. Health (At work) 8, 25–27 (2011)

    Google Scholar 

  19. Mark, G., Smith, A.P.: Stress models: a review and suggested new direction. In: Houdmont, J., Leka, S. (eds.) Occupational Health Psychology, vol. 3, pp. 111–144. Nottingham University Press, Nottingham (2008)

    Google Scholar 

  20. Zurlo, M.C., Vallone, F., Smith, A.P.: Effects of individual differences and job characteristics on the psychological health of Italian nurses. Europe’s J. Psychol. 14, 159–175 (2018). https://doi.org/10.5964/ejop.v14i1.1478

    Article  Google Scholar 

  21. Smith, A.P.: Cognitive fatigue and the wellbeing and academic attainment of university students. J. Educ. Soc. Behav. Sci. 24(2), 1–12 (2018). https://doi.org/10.9734/jesbs/2018/39529

    Article  Google Scholar 

  22. Williams, G.M., Smith, A.P.: A longitudinal study of the well-being of students using the student wellbeing process questionnaire (Student WPQ). J. Educ. Soc. Behav. Sci. 24(4), 1–6 (2018). https://doi.org/10.9734/jesbs/2018/40105

    Article  Google Scholar 

  23. Omosehin, O., Smith, A.P.: Adding new variables to the well-being process questionnaire (WPQ) – further studies of workers and students. J. Educ. Soc. Behav. Sci. 28(3), 1–19 (2018). https://doi.org/10.9734/jesbs/2018/45535

    Article  Google Scholar 

  24. Smith, A.P., Smith, H.N.: Workload, fatigue and performance in the rail industry. In: Longo, L., Leva, M.C. (eds.) H-WORKLOAD 2017. CCIS, vol. 726, pp. 251–263. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-61061-0_17

    Chapter  Google Scholar 

  25. Chambel, M.J., Curral, L.: Stress in academic life: work characteristics as predictors of student well-being and performance. Appl. Psychol. 54(1), 135–147 (2005). https://doi.org/10.1111/j.1464-0597.2005.00200.x

    Article  Google Scholar 

  26. Karasek, R., Theorell, T.: Healthy Work: Stress, Productivity and the Reconstruction of Working Life. Basic Books, New York (1990)

    Google Scholar 

  27. Cotton, S.J., Dollard, M.F., de Jonge, J.: Stress and job design: satisfaction, well-being and performance in university students. Int. J. Stress. Manag. 9(3), 147–162 (2002)

    Article  Google Scholar 

  28. Perrewé, P.L., Zellars, K.L.: An examination of attributions and emotions in the transactional approach to the organizational stress process. J. Organ. Behav. 20(5), 739–752 (1999). https://doi.org/10.1002/(sici)1099-1379(199909)20:5%3c739:aid-job1949%3e3.0.co;2-c

    Article  Google Scholar 

  29. Ballard, B.: Academic adjustment: the other side of the export dollar. High. Educ. Res. Dev. 6(2), 109–119 (1987). https://doi.org/10.1080/0729436870060203

    Article  Google Scholar 

  30. Mullins, G., Quintrell, N., Hancock, L.: The experiences of international and local students at three australian universities. High. Educ. Res. Dev. 14(2), 201–231 (1995). https://doi.org/10.1080/0729436950140205

    Article  Google Scholar 

  31. Alharbi, E., Smith, A.: Review of the literature on stress and wellbeing of international students in English-speaking countries. Int. Educ. Stud. 11(6), 22 (2018). https://doi.org/10.5539/ies.v11n6p22

    Article  Google Scholar 

  32. Sheldon, K.M., Krieger, L.S.: Does legal education have undermining effects on law students? Evaluating changes in motivation, values, and well-being. Behav. Sci. Law 22(2), 261–286 (2004). https://doi.org/10.1002/bsl.582

    Article  Google Scholar 

  33. Williams, G., Pendlebury, H., Thomas, K., Smith, A.: The student well-being process questionnaire (student WPQ). Psychology 08(11), 1748–1761 (2017). https://doi.org/10.4236/psych.2017.811115

    Article  Google Scholar 

  34. Williams, G., Thomas, K., Smith, A.: Stress and well-being of university staff: an investigation using the demands-resources-individual effects (DRIVE) model and well-being process questionnaire (WPQ). Psychology 08(12), 1919–1940 (2017). https://doi.org/10.4236/psych.2017.812124

    Article  Google Scholar 

  35. Kohn, P.M., Lafreniere, K., Gurevich, M.: The Inventory of College Students’ Recent Life Experiences: a decontaminated hassles scale for a special population. J. Behav. Med. 13(6), 619–630 (1990). https://doi.org/10.1007/bf00844738

    Article  Google Scholar 

  36. Bodenhorn, N., Miyazaki, Y., Ng, K., Zalaquett, C.: Analysis of the inventory of college students’ recent life experiences. Multicult. Learn. Teach. 2(2) (2007). https://doi.org/10.2202/2161-2412.1022

  37. Cohen, S., Mermelstein, R., Kamarck, T., Hoberman, H.: Measuring the Functional Components of Social Support (1986)

    Google Scholar 

  38. Omosehin, O., Smith, A.: Nationality, ethnicity and the well-being process in occupational samples. Open J. Soc. Sci. 07(05), 133–142 (2019). https://doi.org/10.4236/jss.2019.75011

    Article  Google Scholar 

  39. Connor, K.M., Davidson, J.R.: Development of a new resilience scale: the Connor-Davidson Resilience Scale (CD-RISC). Depress. Anxiety 18(2), 76–82 (2003). https://doi.org/10.1002/da.10113

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Centre for Occupational and Health Psychology, School of Psychology, Cardiff University, 63 Park Place, Cardiff, CF10 3AS, UK

    Omolaso Omosehin & Andrew P. Smith

Authors
  1. Omolaso Omosehin
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andrew P. Smith
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Omolaso Omosehin .

Editor information

Editors and Affiliations

  1. Technological University Dublin, Dublin, Ireland

    Luca Longo

  2. Technological University Dublin, Dublin, Ireland

    Maria Chiara Leva

Appendix

Appendix

Student Well-being Questionnaire

The following questions contain a number of single-item measures of aspects of your life as a student and feelings about yourself. Many of these questions will contain examples of what thoughts/behaviours the question is referring to which are important for understanding the focus of the question, but should be regarded as guidance rather than strict criteria. Please try to be as accurate as possible, but avoid thinking too much about your answers, your first instinct is usually the best.

  1. 1.

    Overall, I feel that I have low self-esteem (For example: At times, I feel that I am no good at all, at times I feel useless, I am inclined to feel that I am a failure)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 2.

    On a scale of one to ten, how depressed would you say you are in general? (e.g. feeling ‘down’, no longer looking forward to things or enjoying things that you used to)

Not at all depressed 1 2 3 4 5 6 7 8 9 10 Extremely depressed

  1. 3.

    I have been feeling good about my relationships with others (for example: Getting along well with friends/colleagues, feeling loved by those close to me)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 4.

    I don’t really get on well with people (For example: I tend to get jealous of others, I tend to get touchy, I often get moody)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 5.

    Thinking about myself and how I normally feel, in general, I mostly experience positive feelings (For example: I feel alert, inspired, determined, attentive)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 6.

    In general, I feel optimistic about the future (For example: I usually expect the best, I expect more good things to happen to me than bad, It’s easy for me to relax)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 7.

    I am confident in my ability to solve problems that I might face in life (For example: I can usually handle whatever comes my way, If I try hard enough I can overcome difficult problems, I can stick to my aims and accomplish my goals)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 8.

    I feel that I am laid-back about things (For example: I do just enough to get by, I tend to not complete what I’ve started, I find it difficult to get down to work)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 9.

    I am not interested in new ideas (For example: I tend to avoid philosophical discussions, I don’t like to be creative, I don’t try to come up with new perspectives on things)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 10.

    Overall, I feel that I have positive self-esteem (For example: On the whole I am satisfied with myself, I am able to do things as well as most other people, I feel that I am a person of worth)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 11.

    I feel that I have the social support I need (For example: There is someone who will listen to me when I need to talk, there is someone who will give me good advice, there is someone who shows me love and affection)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 12.

    Thinking about myself and how I normally feel, in general, I mostly experience negative feelings (For example: I feel upset, hostile, ashamed, nervous)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 13.

    I feel that I have a disagreeable nature (For example: I can be rude, harsh, unsympathetic)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

Negative Coping Style

Blame Self

  1. 14.

    When I find myself in stressful situations, I blame myself (e.g. I criticize or lecture myself, I realise I brought the problem on myself).

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

Wishful Thinking

  1. 15.

    When I find myself in stressful situations, I wish for things to improve (e.g. I hope a miracle will happen, I wish I could change things about myself or circumstances, I daydream about a better situation).

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

Avoidance

  1. 16.

    When I find myself in stressful situations, I try to avoid the problem (e.g. I keep things to myself, I go on as if nothing has happened, I try to make myself feel better by eating/drinking/smoking).

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

Personality

  1. 17.

    I prefer to keep to myself (For example: I don’t talk much to other people, I feel withdrawn, I prefer not to draw attention to myself)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 18.

    I feel that I have an agreeable nature (For example: I feel sympathy toward people in need, I like being kind to people, I’m co-operative)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 19.

    In general, I feel pessimistic about the future (For example: If something can go wrong for me it will, I hardly ever expect things to go my way, I rarely count on good things happening to me)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 20.

    I feel that I am a conscientious person (For example: I am always prepared, I make plans and stick to them, I pay attention to details)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 21.

    I feel that I can get on well with others (For example: I’m usually relaxed around others, I tend not to get jealous, I accept people as they are)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 22.

    I feel that I am open to new ideas (For example: I enjoy philosophical discussion, I like to be imaginative, I like to be creative)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 23.

    Overall, I feel that I am satisfied with my life (For example: In most ways my life is close to my ideal, so far I have gotten the important things I want in life)

Disagree strongly 1 2 3 4 5 6 7 8 9 10 Agree strongly

  1. 24.

    On a scale of one to ten, how happy would you say you are in general?

Extremely unhappy 1 2 3 4 5 6 7 8 9 10 Extremely happy

  1. 25.

    On a scale of one to ten, how anxious would you say you are in general? (e.g. feeling tense or ‘wound up’, unable to relax, feelings of worry or panic)

Not at all anxious 1 2 3 4 5 6 7 8 9 10 Extremely anxious

  1. 26.

    Overall, how stressful is your life?

Not at all stressful 1 2 3 4 5 6 7 8 9 10 Very Stressful

Please consider the following elements of student life and indicate overall to what extent they have been a part of your life over the past 6 months. Remember to use the examples as guidance rather than trying to consider each of them specifically:

  1. 27.

    Challenges to your development (e.g. important decisions about your education and future career, dissatisfaction with your written or mathematical ability, struggling to meet your own or others’ academic standards).

Not at all part of my life 1 2 3 4 5 6 7 8 9 10 Very much part of my life

  1. 28.

    Time pressures (e.g. too many things to do at once, interruptions of your school work, a lot of responsibilities).

Not at all part of my life 1 2 3 4 5 6 7 8 9 10 Very much part of my life

  1. 29.

    Academic Dissatisfaction (e.g. disliking your studies, finding courses uninteresting, dissatisfaction with school).

Not at all part of my life 1 2 3 4 5 6 7 8 9 10 Very much part of my life

  1. 30.

    Romantic Problems (e.g. decisions about intimate relationships, conflicts with boyfriends’/girlfriends’ family, conflicts with boyfriend/girlfriend).

Not at all part of my life 1 2 3 4 5 6 7 8 9 10 Very much part of my life

  1. 31.

    Societal Annoyances (e.g. getting ripped off or cheated in the purchase of services, social conflicts over smoking, disliking fellow students).

Not at all part of my life 1 2 3 4 5 6 7 8 9 10 Very much part of my life

  1. 32.

    Social Mistreatment (e.g. social rejection, loneliness, being taken advantage of).

Not at all part of my life 1 2 3 4 5 6 7 8 9 10 Very much part of my life

  1. 33.

    Friendship problems (e.g. conflicts with friends, being let down or disappointed by friends, having your trust betrayed by friends).

Not at all part of my life 1 2 3 4 5 6 7 8 9 10 Very much part of my life

Please state how much you agree or disagree with the following statements:

  1. 34.

    There is a person or people in my life who would provide tangible support for me when I need it (for example: money for tuition or books, use of their car, furniture for a new apartment).

Strongly Disagree 1 2 3 4 5 6 7 8 9 10 Strongly Agree

  1. 35.

    There is a person or people in my life who would provide me with a sense of belonging (for example: I could find someone to go to a movie with me, I often get invited to do things with other people, I regularly hang out with friends).

Strongly Disagree 1 2 3 4 5 6 7 8 9 10 Strongly Agree

  1. 36.

    There is a person or people in my life with whom I would feel perfectly comfortable discussing any problems I might have (for example: difficulties with my social life, getting along with my parents, sexual problems).

Strongly Disagree 1 2 3 4 5 6 7 8 9 10 Strongly Agree

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Omosehin, O., Smith, A.P. (2019). Do Cultural Differences Play a Role in the Relationship Between Time Pressure, Workload and Student Well-Being?. In: Longo, L., Leva, M. (eds) Human Mental Workload: Models and Applications. H-WORKLOAD 2019. Communications in Computer and Information Science, vol 1107. Springer, Cham. https://doi.org/10.1007/978-3-030-32423-0_12

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-32423-0_12

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-32422-3

  • Online ISBN: 978-3-030-32423-0

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation