THE DETERMINANTS OF MENTAL HEALTH AMONG

WORKING STUDENTS IN MALAYSIA

By
NOR FARAH AIN BINTI GHAZALI (H19A0391)
NUR ATIKAH BINTI MOHD LUKMAN (H19A0978)
NURUL NAJWA HUSNA BINTI ROSDI (H19B0701)
SYAHIRA NAJIHA BINTI SABERI (H19A0854)

A report submitted in partial fulfilment of the requirements for the degree of

Bachelor of Entrepreneurship (Wellness) with Honours

Faculty of Hospitality, Tourism and Wellness

UNIVERSITY MALAYSIA KELANTAN

2022
 DECLARATION

I hereby certify that the work embodied in this report is the result of the original
research and has not been submitted for a higher degree to any other University
or Institution

OPEN ACCESS I agree that my report is to be made immediately

/ available ashardcopy or on-line open access (full text)

CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972) *

RESTRICTED (Contains restricted information as specified by

the organization where research was done) *

I acknowledge that Universiti Malaysia Kelantan reserves the right as follow.

The report is the property of Universiti Malaysian Kelantan

The library of Universiti Malaysia Kelantan has the right to make copies for the purpose of
research only The library has the right to make copies of the report for academic exchange

Certified by

Signature Signature of Supervisor

Group Representative:W20 Name:

Date: 24 June 2022 Date:
 ACKNOWLEDGMENT
First of all, we would like to extend our deepest gratitude to University Malaysia
Kelantan for giving us this opportunity to conduct our research. This study was carried out to
fulfil a course conducts our research. This study was carried out to fulfil a course requirement
for a Bachelor of Entrepreneurship (Wellness). During this research, we obtained a lot of
knowledge and experience.

The completion of this project could not have been possible without the participation
and assistance of a lot of individuals contributing to this project. However, we would like to
express our deep appreciation and indebtedness to our supervisors DR. AHMAD FAHME BIN
MOHD ALI & DR. MOHD HAKAM BIN NAZIR for the endless support, kindness, and
understanding during the project duration.

Furthermore, we would like to extend our sincere thanks to our group members who
were given the full commitment to accomplish this research. This research would not be able to
be accomplished on time without each other's time, passion, support and participation. We also
would like to thank our respondents of this research for giving their time and commitments to
answer the questionnaire.
TITLE PAGE
DECLARATION
ACKNOWLEDGEMENT
TABLE OF CONTENT
ABSTRACT 1

CHAPTER 1: INTRODUCTION
1.1 Introduction 3
1.2 Background of Study 3
1.3 Problem Statement 6
1.4 Research Objectives 8
1.5 Research Questions 8
1.6 Significance of Study 9
1.6.1 students 10
1.6.2 university management 10
1.6.3 family student 11
1.7 Scope of study 11
1.8 Definition of Terms 11
1.8.1 Mentel health 11
1.8.2 Academic stress 12
1.8.3 Individual stress 12
1.8.4 Time management 12
1.8.5 Stress 12
1.8.6 Anxiety 13
1.9 Summary 13

CHAPTER 2: LITERATURE REVIEW

2.1 Introduction 14
2.2 Literature Review 14
2.2.1 Critical Review of Mental Health 15
2.2.2 Critical Review of Time Management 16
2.2.3 Critical Review of Individual Stress 18
2.2.4 Critical Review of Academic Stress 19
2.3 Hypothesis 20
2.4 Conceptual Framework 21
2.5 Summary 21
CHAPTER 3: METHODOLOGY
3.1 Introduction 22
3.2 Research Design 22
3.3 Population 23
3.4 Sample Size 23
3.5 Sampling Method 24
3.6 Data Collection Procedure 25
3.7 Research Instrument 26
3.8 Data Analysis 27
3.9 Summary 27

CHAPTER 4: RESULTS AND DISCUSSION

4.1 Introduction 28
4.2 Descriptive Analysis 28
4.3 Result Of Reliability Test 31
4.4 Result of Inferential Analysis 32
4.5 Discussion Based on Research Objective 34
4.6 Summary 35

CHAPTER 5: CONCLUSION
5.1 Introduction 36
5.2 Recapitulation of The Findings 36
5.2.1 Discussion of Research Objective 1 And 36
Question 1
5.2.2 Discussion of Research Objective 2 And 37
Question 2
5.2.3 Discussion of Research Objective 3 And 38
Question 3

5.3 Research Limitations 39

5.4 Recommendation 39
5.5 Summary 40
References 41
Appendix 44
 LIST OF TABLES

Tables Title Page

Table 3.7 Measurement of Likert scale 27

Table 4.2 Demographic characteristic of working students in 28

Malaysia

Table 4.3 Result of reliability Cronbach’s Alpha for the variable 31

Table 4.4 The Pearson Correlation Analysis 33

Table 4.5 R value and p value of Time Management, Individual 35

Stress and Academic Stress

LIST OF FIGURES

Figures Title Pages

Figure 2.1 Conceptual Framework of the relationship between Time 21

Management, Individual Stress and Academic Stress among
working students In Malaysia

Figure 3.1 Sample Size of Known Population 24

 ABSTRACT

The purpose of this study is to examine the relationship between mental health among
working students in Malaysia and factors leading mental health such as time management,
individual stress and academic stress. This study is trying to prove a hypothesis of the mental
health problem among working students with factors that led to mental like time
management, individuals stress and academic stress. The sample size of this study is 384
university students in Malaysia with 81,842 populations. The sample size is based on
university student who is working, which have different courses, backgrounds, ages and
genders. Data gathered through questionnaires that are distributed via Google forms and
distributed in social media. A software program using the Statistical Package for the Social
Science (SPSS) evaluated the data obtained from the questionnaires. This study found that
there was a significant relationship between mental health among working students in
Malaysia with time management, individual stress and academic stress.
Keyword: Mental Health, Time Management, Individual Stress, Academic Stress

1
 ABSTRAK

Tujuan kajian ini adalah untuk mengkaji hubungan antara kesihatan mental dalam kalangan
pelajar bekerja di Malaysia dan faktor-faktor yang memimpin kesihatan mental seperti
pengurusan masa, tekanan individu dan tekanan akademik. Kajian ini cuba membuktikan
hipotesis masalah kesihatan mental dalam kalangan pelajar bekerja dengan faktor-faktor yang
membawa kepada mental seperti pengurusan masa, tekanan individu dan tekanan akademik.
Saiz sampel kajian ini ialah 384 pelajar universiti di Malaysia dengan 81,842 populasi. Saiz
sampel adalah berdasarkan pelajar universiti yang bekerja, yang mempunyai kursus, latar
belakang, umur dan jantina yang berbeza. Data dikumpul melalui soal selidik yang diedarkan
melalui borang Google dan diedarkan dalam media sosial. Satu program perisian
menggunakan Pakej Statistik untuk Sains Sosial (SPSS) menilai data yang diperoleh daripada
soal selidik. Kajian ini mendapati terdapat hubungan yang signifikan antara kesihatan mental
dalam kalangan pelajar bekerja di Malaysia dengan pengurusan masa, tekanan individu dan
tekanan akademik.
Kata kunci: Kesihatan Mental, Pengurusan Masa, Tekanan Individu, Tekanan Akademik

2
 CHAPTER 1

INTRODUCTION

1.1 INTRODUCTION

This chapter deals with the question and explanation of the topic of study that the

researcher will address. The issue is the determinants of mental health among working

student in Malaysia. It is comprising the background of study, statement of problem, and the

significance of the study. It also consists of research question, research objective, scope of

study and definition of key terms.

1.2 BACKGROUND OF STUDY

A mental issue produced by a variety of variables is what is meant by mental health.

Emotional, psychological, and social wellbeing all fall under the category of mental health. It

influences our thoughts, feelings, and actions. It also influences how we relate to others,

handle stress, and make decisions. Every period of life, from childhood and adolescence to

maturity, is vital for mental health. This mental health issue needs to be emphasized because

it is a dangerous disease and can be leaded to death if not dammed. Mental illness, also called

mental health disorders, refers to a wide range of mental health conditions disorders that

affect your mood, thinking and behaviour. Examples of mental illness include depression,

anxiety disorders, schizophrenia, eating disorders and addictive behaviours. Many people

having a mental health concerns from time to time especially among students but a mental

health concern becomes a mental illness when ongoing signs and symptoms cause frequent

stress and affect your ability to function. One of them was Malaysia, a leader in Asia-Pacific

3
education. Malaysian students continue to struggle with their mental health despite the

government's efforts to improve awareness, which was made worse by the students'

unfavourable attitudes on mental health (mental health attitudes). In a similar vein, it has been

suggested that resilience and self-compassion enhance mental health and mental health

attitudes. Malaysian students provided feedback on paper-based questionnaires about self-

compassion, resilience, self-harm, and mental health issues. (Galderisi et al., 2015). Thus, it

is clear that students from Malaysia are also among those who have mental health issues.

University students' mental health is a serious issue because it affects both their

academic performance and their entire well-being. Academic accomplishment is one of the

indications of a student's productivity, and a highly productive individual is a valuable asset

to the development of a country. (Shamsudin, S., and K.T. Chee) (2016). Mental illness is a

life-threatening yet non-contagious illness. However, society often overlooks the reality that

mental health difficulties imply an emotional toll as well as a sense of obligation on the side

of the patient's family and authorities to treat the patient as long as the patient is alive.

Students' understanding of mental health is limited compared to their understanding of other

illnesses such as heart disease, cancer, and so on. As a result, various media campaigns to

raise public awareness and knowledge of the condition have been launched.

Even students in higher education are susceptible to depression, anxiety, and stress.

Depression is a mental illness that affects. These psychological concerns, according to

Malaysian studies, contribute to lower academic achievement among Malaysian university

students (Sherina et al. 2003; Md Aris Safree Md. Yasin & Mariam Adawiyah Dzulkifli

2009; Zaid et al. 2007). However, none of this research examined the total influence of

mental health disorders on a student's academic performance. The net effect of other factors

on academic success, such as demographic, socioeconomic, and environmental factors, can

be seen using econometric models while simultaneously correcting for them. Estimating the

4
net impact of mental health on academic achievement is essential for establishing effective

interventions.

Mental health problems often occur among students especially university students.

According to Rotaku (2018) most students with mental health problems are working

university students. They are more stressed because they have to divide their time between

studying and working. Meanwhile, Savescu (2017), found that working university students

face problems such problem at office, studying, time with family, financial, university

activities and personal life. Apart from that, working students also need to attend classes or

seminars to improve their skills or knowledge.

According on study by Romania (2018), non-working students get higher grades

compared to working students. In addition, non-working students also on average all passed

their exam. Meanwhile, in presentations, working students are more confident in presenting

their presentations than non-working students. According to another study, students who

work more than 15-20 hours, their performance in class is lower compared to non-working

students. Students who work are more exposed to the working environment, on time, able to

work in groups, have specific knowledge and skills and able to manage finances well.

According to Siti Inarah Hasim (2018), many adolescents, especially working

students have mental health problems due to stress from work and study. The main factor in

the occurrence of stress is due to extreme fatigue due to time constraints to rest. Working

students should know the long -term effects if they do not rest so as to cause them health

problems. The student will experience very severe depression and stress. Students should be

smart in dividing their time as they need to attend classes every day and complete

assignments given by the lecturer and at the same time working. (Fauziah Mohd Saad, 2019).

5
1.3 PROBLEM STATEMENT

Time management and stress have been identified as important elements that affect

students academic performance and achievement, according to scholarly studies.

Psychological stress is described as emotional variables that govern the outcome of one's

behaviour, whereas time management refers to the development of methods and tools that

promote efficiency and productivity (Encyclopedia Britannica Online, 2011). Although

everyone experiences stress, people react to it in different ways. Some people appear to be

seriously affected, but others appear to be calm, cool, and collected at all times. Floyd (2010),

Lo (2002), and McHalffey and Pannbacker (1992) found that working students are more

likely to experience stress and anxiety, which can interfere with their academic performance.

Not only that, but stress during the educational years can also lead to professional damage

during the practising years (Lincoln et al., 2004). Time management is one of the most

significant abilities in arranging the course load, according to Britton and Tesser (1991),

Dipboye and Phillips (1990), and Zimmerman (1990), and the ability to manage time

properly will help students perform better in their studies.

Increasingly modern life causes many university students to work while studying. Life

now teaches them to be more independent without burdening their families. Many university

students decide to work part -time or full time while studying such as selling online, working

at the restaurant after class, food panda and so on. In their busy working, students may forget

that they also need to focus on their studying. (Stinebrickner, 2018). Most working students

spend more time working than studying, causing their academic performance to be affected.

(Hudson, 2019). In one study showed that, working students gave more focus and time to

work because they had to serve clients, interest in learning was lost due to getting a large

salary or bonus, no encouragement from friends and no interest to complete assignments.

According to the Journal of Education for Business, Richelle V. Adams and Erik Blair highly

6
motivated among working students are able to achieve the best academic achievement

because they can devote time to studying and working. According to Multon, Brond and Lent

(2017), the cause students’ academic performance to be affected by not reading, completing

assignments, and rarely entering classes.

In this global Era, the biggest challenge that faced by students today is stress. Stress is

one of the mental health problems. Mental health problem is getting more and more

recognition and famous around the world especially among working students. According to

mental health research conducted by the National Alliance on Mental Illness (NAMI), one in

four students have a diagnosable mental illness. Going away on an exchange may for sure

add to an additional challenge that can sometimes make students feel more stressed on edge.

Stress among working students can happen when they did not be able to handle the stress

because of demands or burden in life that they need to catch up. (Changwon Son, et all, 2020)

Demands that exceed the ability of students to meet a certain need can cause stress to

students. When students needed to be working and at the same time they need to study, this is

surely can gives they more burden in their life.

Some people may think that students do not facing a lot of stress. People will think

student must do is show up for class, pass some tests and graduate. This is not true. The

American Psychological Association reports that were 45% of students seeking help in

college are doing so because of stress. Individual stress has more factors such as financial

problems and broken family. Some students do not come from wealthy families. As a result,

individuals must consider their financial options in order to pay for their tuition, classes, debt

repayment, and living expenses while making a very small salary. Therefore, in this situation,

students must work part-time to earn extra money. This demonstrates that they will feel

stressed out as a result of their day's excessive activity.

7
 According to Candtrea (2018), the number of university students working while

studying each year has been increasing since the year 2000. A study from Georgetown

University’s Center on Education found about 70 percent of university students are working

and most of them are female students. In another study found that 80 percent of university

students who choose to work while students and the average they work a day is 15-20 hours

(Martinez, Ordu, Sala, & McFarlance, 2019). University students spend more time working

than studying. Students also sometimes do not concentrate in class because their minds are

thinking of the job that is waiting for them after class. According to Jewel (2019), working

students are more likely to despair when faced with problems such as no time to complete

assignments, tiredness to attend classes and stress to achieve the best results in exams due to

lack of time to study. Mental problems among working university students can occur if they

are not good at solving problems as well as possible. Working university students are prone

to stress because students have to work and at the same time, they need to be good at dividing

their time by studying so as not to affect their studies.

1.4 RESEARCH OBJECTIVES

The research objective of this study are as following:

i. To determine the relationship between time management and mental health among

working students in Malaysia.

ii. To study the relationship between individual stress and mental health among working

students in Malaysia.

iii. To identify the relationship between academic stress and mental health among

working students in Malaysia

1.5 RESEARCH QUESTIONS

This research question of this study as following:

8
i. Does time management have significant relationship with mental health among

working students in Malaysia?

ii. Does individual stress have significant relationship with mental health among

working students in Malaysia?

iii. Does academic stress have significant relationship with mental health among working

students in Malaysia?

1.6 SIGNIFICANCE OF STUDY

The significance of study in this research is an essential towards the students,

university’s managements, and family of students as a whole. The purpose of this study is to

identify the level of mental health and created to measure the awareness of mental health

problem among working students in Malaysia which results in a bigger problem in the health

wellness among society and students especially.

The purpose of this study is to identify the level of mental health among working

students in Malaysia. Mental health is important because it directly affects levels of stress,

anxiety, and depression among working students. The growing pattern of mental health has

given indications that it should be treated well. Immediate action needs to be taken for the

sake of the mental health well -being of students in the future. Statistics show that 1 per cent

of Malaysia's total population of 28.3 per cent million people suffer from mental illness and

20 per cent suffer from mental health problems and the most common mental problems are

depression, stress, and anxiety (Bernama, 2018). Gollust and Golberstein (2019) proved that

mental health problems among students are increasing every year. Furthermore, the results of

this study will provide insights to working students on early ways to cope with stress on

working and studying. The study also identified the factors that influence mental health

9
among working students in Malaysia like time management, individual stress and academic

stress.

1.6.1 Students

Mental health is important because it directly affects levels of stress, anxiety and

depression among working students. The growing pattern of mental health has given

indications that it should be treated well. Immediate action needs to be taken for the sake of

the mental health well -being of students in the future. Statistics show that 1 percent of

Malaysia's total population of 28.3 percent million people suffer from mental illness and 20

percent suffer from mental health problems and the most common mental problems are

depression, stress and anxiety (Bernama, 2018). Gollust and Golberstein (2019) proved that

mental health problems among students are increasing every year. Furthermore, the results of

this study will provide insights to working students on early ways to cope with stress on

working and studying. The study also identified the factors that influence mental health

among working students in Malaysia like time management, individual stress, and academic

stress.

1.6.2 University’s Management

This study also benefits the university’s management. The university’s management

can identify the total number of students who have or face mental health problem especially

among working students and find out the causes which lead them to it. The university’s

management also can provide awareness to university students about the important of mental

health and how the students handle when they are faced it. According to Eva (2019),

university’s management also plays an important role in helping students prevent from

mental health problems. Professor Gavin Andrews (2018) have organized a program for his

students to identify whether his students have mental health problems and at the same time

find out what are the main causes of mental problems among students.
10
1.6.3 Family’s Students

This study also may help family’s students in dealing with mental health problems.

According to Dr Salina Sen (2019), found that students with mental health problems are more

likely to commit suicide. This is because, they cannot think rationally and there is only one

solution they can think which is to commit suicide. The role of the family is very important in

preventing mental health problems among students especially working students. Parents need

to play a role such as asking about the problems they are facing, education, working and

financial. According to Dr. Fauziah Mohd Saad (2019), communication between parents and

students can help students reduce the stress and at the same time parents can find out and

solve problems in a good way.

1.7 SCOPE OF STUDY

This study will be conducted where it will focus on the identification of factors that

influence mental health among working students in Malaysia. The selected respondent’s

category was generalized to all genders, regardless of age and marital status. The aspect to be

studied in this study is to determine the relationship between time management, to study the

relationship between individual stress and to identify the relationship between academic

stress and mental health among working students in Malaysia.

1.8 DEFINITION OF TERMS

1.8.1 Mental health

Our emotional, psychological, and social well-being are all part of our mental health.

It has an impact on the way we think, feel, and act. Mental health is defined as "a condition of

well-being in which individuals are aware of their own capacities, are able to cope with

regular life stresses, are able to work productively and productively, and are able to

contribute to society." (World Health Organization (WHO)

11
1.8.2 Academic stress

Academic stress is a form of stress induced by an increase in the workload of the

class, lower status than expected, graduation expectations, and extreme tutor disagreement. In

their academic life, all adolescent students encounter academic stress. Academic stress is

often characterized as a cognitive reaction of students to academic requirements that surpass

the internal or external resources available. The experience of academic discontent, academic

conflict, academic burden, and academic anxiety that are components of academic stress is

booming in academic stress. Similarly, academic stress is characterized as mental and

emotional stress or stress that arises due to the painful demands of college life. (Karvinen,

Yemane, & Yikealo(2018).

1.8.3 Individual stress

Individual stress determines how the people can harm or challenge the situation.

Emotional stability shows the chances to get emotional like anger, fear, or guilt (Anita,

Małgorzata, Anna, 2020).

1.8.4 Time management

The capacity to successfully prioritise your job is referred to as time management. It's

essentially your ability to be productive while still ensuring that you reach your overall goals.

Those with great time management abilities are more likely to meet deadlines and arrive on

time for meetings. They also have an accurate estimate of how long a task will take and can

plan accordingly. Similarly, they are conscious of time limits and avoid overbooking.

(Glassdoor team, 2021)

1.8.5 Stress

Stress can be called pressure or anxiety because of life's problem and physical

environment. Stress may be a body responsible for anything action. The phenomenon of

12
stress is a problem that we cannot avoid in human life and it is the body nonspecific reactions

to anything happen in the environment. The situation of stress is different based on the people

(George.F, 2016).

1.8.6 Anxiety

A feeling of anxiety was characterised by tense emotions, anxious thoughts, and

bodily changes including raised blood pressure. Recurrent intrusive thoughts or worries were

a hallmark of anxiety disorders. Because they were worried, they might avoid specific

circumstances. There may also be physical signs including sweating, shaking, dizziness, or a

fast heartbeat. (Kazdin, Alan E. 2000, Encyclopedia of Psychology)

1.9 SUMMARY

This chapter starts with the study’s background, which discusses things contained in

the topic chosen, followed by the problem statement that occur throughout the world, in the

country and among university student in Malaysia on mental health among students. Next,

research objective and research question that are crucial in making this paper successful. The

research objective and research question are made with care so it can be relevant. Then, the

researchers focused by on the study’s significance that will point out to whom this paper is

beneficial. Finally, the researchers listed down the term that are used.

13
 CHAPTER2

LITERATURE REVIEW

2.1 INTRODUCTION

This chapter will cover the dependent variable, its antecedents, independent variables

one, two, and three, as well as the link between each of these variables and the dependent

variable. The conclusion of this chapter is followed by the hypothesis, conceptual framework,

and conclusion.

2.2 LITERATURE REVIEW

Awareness of mental health problems is very important for everyone especially to

students. According to Auttama (2021), it has been a trend since 2017, teenagers aged 19-24

will commit suicide if they face extreme stress. The factors that cause university students to

mental health problems are financial problems, lifestyles at university, assignments,

performance of academics, relationships with family and friends and family history of mental

health problems while for working students, they need to think about working, studying,

complete assignments and attend classes (Sohana, 2019). According to study from National

Mental Health (2018), one in ten students has ever thought of committing suicide due to

stress. Meanwhile, one in five students suffer from depression, and one in ten students suffer

from emotional stress. Although there are many factors of mental health among working

students in Malaysia but in these reviews are only focusing primarily on 3 factors such as

time managements, individual stress, and academic stress.

14
2.2.1 CRITICAL REVIEW OF MENTAL HEALTH

The transition from adolescent to adulthood can be traumatic for some students.

Students begin to take responsibility for their own life decisions and lifestyles in university,

whether they are healthy or not. First-year students, in particular, must adjust to a new

learning environment and deal with the intellectual and social responsibilities of professional

education. (T. Uehara, et al. (2010). High academic demands are stressful, and they can

possibly put students' physical and mental health at danger. (K. Shamsuddin, et al. (2013).

Depression, anxiety, and stress are the most frequent psychiatric issues among students. (N.

L.N.; Thomas,2006)

A number of research have looked into the factors that predict depression among

university students. The most widely researched socio demographic variables, according to

(Ibrahim, A.K.; Kelly et al.2013), are age, with unclear age-related differences, and family

socioeconomic status, with lower rates seen in students from higher-income homes.

Meanwhile (L.M.; Gulliver, et al. (2020), discovered that students who were financially

struggling had greater rates of depression. In terms of other living conditions, (M.; Jeo et al.

(2010) discovered that college students who lived alone had a greater incidence of

depression, while El-Gendawy et al. (2005) discovered that depression was more widespread

among those who lived in rural locations. Furthermore, no link has been found between

marital status and the prevalence of depression (Oliver, J.M. et al. 1979). However, there

have been no research particularly examining the association between economic

independence and the occurrence of depression in university students to our knowledge,

however, there has been one previous study among university women.

The symptoms of mental health problems are usually described in terms of negative

emotions such as pain, stress, and exhaustion. Subjective (or 'hedonic') well-being is

determined by the absence of negative affect in combination with good affect such as

15
emotions of pleasure and joy (Kahneman, 1999). This hedonistic view of well-being can be a

bad predictor of healthy living in and of itself, as it can lead to a narrow emphasis on

symptoms or shortcuts by Riff and Singer, (2008). Huppert et al., (2004) found out that

lifestyle focused primarily on hedonic well-being is more likely to be damaging to well-being

in the long run. Pursuing hedonic well-being, in particular, might conflict with academic and

career success, given that studying or working isn't always pleasurable and can entail hard

and difficult work.

Students go from late adolescence to emerging adulthood when they enroll in college.

Emerging adulthood is a critical developmental stage marked by changes in autonomy such

as leaving home, being expected to organize self-study, relational instability, and adjustments

in expected competence (Burris et al., 2009; Evans et al., 2009; et al., (2018) Bruffaerts et al.

(2018). This could explain why there is such a high percentage of dropout and academic

underperformance during this time, especially in the first year of university. Interventions that

support students' shifts in autonomy, relatedness, and competence at the start of the study

could be very beneficial.

2.2.2 CRITICAL REVIEW TIME MANAGEMENT

In previous studies, there has been no agreement on the definition of time

management. Although several authors proposed that time management is the act of

determining needs, defining goals to meet those needs, prioritizing and arranging tasks to

meet those needs, various different definitions were proposed (Lakein,1973).

According to the United Nations Educational, Scientific, and Cultural Organization

(UNESCO),2021, Epidemic has disrupted the education of over one billion schoolchildren in

129 nations worldwide. Many colleges throughout the world have turned to emergency

remote teaching (ERT) using online platforms, which has increased student concern (Hodges

16
Charles et all, 2020). COVID-19 and lockdowns have a considerable negative impact on the

psychological well-being and anxiety levels of college students in every country, according to

studies. Several research have been undertaken to far on the public health impacts of the

COVID-19 pandemic and lockdowns.

Shahani et al. (1993) looked into the connection between time management and a

well‐being, which was supposed to reduce susceptibility to stress, among working students.

They also looked into how well time management practiced held up under varied degrees of

academic pressure. The reported used of time management behaviors should remain constant

under varied levels of stress if, as they claimed, it was based on a personality trait. Their data

provided some support for this hypothesis. When dealing with numerous tasks, the

polychronic style (desire to complete two or more tasks at once) and the monochronic style

(preferred to complete one task at a time) are two styles that have been studied by Kaufman-

Scarborough and Lindquist (1999). They found that people who had monochronic

personalities engaged in more thorough preparation than people who had polychronic

personalities. However, they found it difficult to carry out the strategy, probably because they

preferred to focus on one thing at a time. Compared to monochronics, polychronics felt like

they accomplished their goals more frequently and were better able to handle interruptions at

work and changes in their daily schedule.

For many undergraduates, working has become an essential responsibility. However,

the reasons why students work make it difficult to understand how employment influences

their educational experiences. Many students are required to work in order to cover the costs

of attending college. New Research and Its Implications for Policy and Practice, other

students either do not receive work-study funding or find such awards insufficient to cover

the costs of attendance. Employment may be used by some traditional-age kids to explore

career alternatives or earn spending money. (Carol Kasworm,2000). According to Carol

17
Kasworm,2000, professor of adult education at North Carolina State University, and other

contributors to Understanding the Working College Student note out, work is a component of

their identity for other students, particularly adult students. Trying to satisfy the many and

sometimes competing simultaneous demands of the roles of student, employee, parent, and so

on, regardless of the reason for working, typically causes significant levels of stress and

anxiety, making it less likely for students to complete their degrees.

2.2.3 CRITICAL REVIEW INDIVIDUAL STRESS

University students must have the mental and physical strength to face the challenges

in the realm of learning, especially among working students. Working students must put their

efforts more than the other students because they must divide their time wisely between study

and work. Students in Malaysia are always faced with stress and this situation continuously

occurs in a different manner at certain timing throughout the study process (Mazni et. al.

2004).

Mental health problems and stress are directly related. The problem of student stress

is not new, and it has caused worry among many people, particularly among students who are

also working. Family problems, emotional stress, economic difficulties, and social stress are

the primary causes of individual stress in students (Khan et. al. 2013). These different kinds

of stress factors may form threats to either the students themselves or to their academic

performances (Mastura et. al. 2007). Financial stress occurs when students want to have a

rich life for their future and think of paying off debts and daily expenses for the indigent and

for those who come from poor families. This puts them under pressure to realize it as it

requires a lot of commitment as a student and employee.

Instability of family institutions is among the factors leading to the problem mental

health among adolescents. Stress is also caused by financial problems that are commonly

18
experienced by students in the university realm. Financial resources are an important asset for

a student in pursuing knowledge and further studies. Research conducted by (Mucowski,

1984) who has proved that the main cause of university students experiencing stress is due to

financial problems because they come from poor families.

2.2.4 CRITICAL REVIEW OF ACADEMIC STRESS

According to Ahmadi (2018), students most often experience stress in learning. This also

happens to be working students and at the same time, they also need to finish their studies.

Stress is the product of a number of concerns, including the pressure of assessments and

assignments, difficult classes, diverse school programs, and post-graduation finding out

career plans. In stress control studies, a vast volume of literature has shown that self-

discipline and caution can help students deal with stress and reduce long-term harmful

effects, such as substance addiction.

In another study said that students can faced a mental problem when they are constantly

stressed and do not know to deal with stress well. According to Safrul Muluk (2017), most

working students suffer from mental health problems because they need to think about

academics and at the same time need to balance time with the job they are going through.

The most reasons why students working while studying are face financial problems, want to

try new things and work experience. In the view of Sarah & Hudson (2005), students who

work while studying can gain knowledge about the ins and outs of business and at the same

time can gain experience. Furthermore, nowadays, most companies will hire employees who

have at least 5 years of work experience.

In a study conducted by Mathuews (2018), found that working students will face a decrease

in exam results or CGPA because working students spend more time working than studying.

Excellent results in academics can be obtained by spending more time on academics than

19
work or outdoor activities such as completing assignments, reading, studying and completing

reports. If students are not good at controlling the problems they face, students will face

stress and if this continues, can lead to mental health problems.

In this context, mental health among working students is due to workload and study

load. If working students can perform well in study, of course students will not face health

problems. Nowadays, students face more stress because students have to study online,

including working students. This is because students have to study online because of the

Covid-19 pandemic which caused students to not be able to return to campus to attend classes

as usual. Working students need to be more alert and cleverer to handle stress while studying

and working. In additional, working students become more stressed as academic assignments

increase which causes students to feel the burden of completing all assigned assignments and

have to working or deal with customers. The academic task will increase because mostly

university academics could not conduct the final test because students not able to return to

campus and had to be replaced the final test with the assignment to be given.

2.5 HYPOTHESIS

Based on the study in the previous chapter, the hypothesis had been created and been tested

by:

H1: There is a significant relationship between time management and mental health

among working student in Malaysia.

H2: There is a significant relationship between individual stress and mental health

among working student in Malaysia.

H3: There is a significant relationship between academic stress and mental health

among working student in Malaysia.

20
2.4 CONCEPTUAL FRAMEWORK

Through a literature review, a research framework is proposed in order to investigate

the relationship between these factors and mental health issues. The proposed conceptual

framework is shown in Figure 2.1. Proposed independent variable consists of three factors,

namely time management, individual stress, and academic stress. The dependent variable is

the mental health among working students in Malaysia.

Independent Variable Dependent Variable

H1

Time management

Mental health among

H2
working students in
Individual stress Malaysia

H3

Academic stress

Figure 2.1 Conceptual Framework of the relationship between Time Management, Individual
Stress and Academic Stress among working students In Malaysia

2.5 SUMMARY

In conclusion, this chapter describes the dependent variables, independent variables of the study,

relationship between the independent variable and dependent variable, hypotheses, and conceptual

framework of the study. The dependent variable in this study is the mental health among working

students in Malaysia. Next, the independent variables for this study are time management, academic

stress and individual stress had explained in this chapter. Then, this chapter also explained the

relationship between the independent variable and dependent variable. The hypotheses of the study

21
also explained in this chapter whether there is a relationship between time management, individual

stress, and academic stress among working students in Malaysia. Lastly, this chapter ends with the

conceptual framework

CHAPTER 3

METHODOLOGY

3.1 INTRODUCTION

This chapter will discuss about the research design, population, sample size, sampling

method, data collection procedure, research instrument, data analysis of this study. This

chapter ends with summary.

3.2 RESEARCH DESIGN

Research design can be defined as the overall the overall strategy used to conduct the

research gives a simple and logical plan of solving the research questions set through the

collection, interpretation, analysis, and discussion of data. (Claybaugh & Zach, 2020).

Qualitative research is the method for market research which is obtaining data through

open-ended questions and conversation with the consumers (Fletcher, 2002). Next,

Quantitative research design is the process of collecting and measuring numerical data from

the participant, asks particular questions, narrows the scope of queries, and analyses the

numbers using statistics. (John W. Cresswell, 2008). The combination of at minimum one

qualitative and one quantitative research component was called as a mix method research

design. On this research design, there are three different types of research methods which are

22
experimental studies, surveys, correlational studies or quasi-experimental review studies (J

Schoonenboom, 2017). Research designs also include the elements of data collection,

measurement of data with the respective tools, and the analysis of the data (Roslyn Cameron,

2014).

Research design for this study is quantitative design. When using quantitative

research design, the researcher can collect data and information quickly. Next, quantitative

research design uses randomized samples. After that, the result of the data in quantitative

research design cannot duplicate. Last but not least, quantitative research design allows the

researcher to reach a higher sample size.

3.3 POPULATION

According to Polit and Hungler (1999), the population is the entire group of persons

in which the researcher is interested and who can be broadly categorized by the research's

findings. Another definition is provided by Creswell (2012), who says that a population is a

collection of people who share certain traits. A population is a target group of citizens or a

group of society which is implicated or be chosen by the researcher for this research. The

word "population" often refers to the total number of people living in a certain area, such as a

city or town, population target, region, nation, or the entire world. The population in whom

the study was being conducted and in which the researcher was interested was the target

population. University students in Malaysia who were in their first until last semesters were

the study's target audience. Students between the ages of 20 and 25 will be the study's target

population.

3.4 SAMPLE SIZE

The analysis made for a population is the definition of a sample. The sample size can

be used to define the number of subjects included in a sample and in market research. When

23
statistically analysing a meaningful outcome, a proper sample size is essential (Qualtrics,

2019). The following set of respondents or participants from public universities in Malaysia

make up the sample population for this study.

Figure 3.1 Sample Size of Known Population

According to Krejcie and Morgan's sample size (1970), as the population of public

universities in Malaysia is reaching 81,842. The researchers' sample size is 384.

3.5 SAMPLING METHOD

Researchers will use non -probability sampling techniques because the samples are

not randomly selected that is, using Snowball sampling. The method begins by identifying a

small number of individuals (or at least one) who meet the criteria for inclusion in the study.

We then ask them to recommend others they know who also meet the selected criteria.

Snowball sampling is appropriate when we are trying to get a specific group of respondents

that are hard to reach or find.

This type of sample is easier and cheaper to access. Purposive sampling will be used

for this study of research because the researcher knows the specific characteristics that exists

24
in the population or the respondents. The basic goal of a purposive sample, a kind of non-

probability sample, is to create a sample that can be logically considered as a part of the

populations. Purposive sampling has the benefit of allowing researchers to obtain a lot of

information from the data they have gathered. This enables the researchers to discuss the

population-wide effects of their main results. An example of purposive sample of university

in Malaysia that was represent a cross-sectional of the study, using expert of knowledge of

the population first to decide with the characteristics are important to be represented in the

sample. This often accomplished by applying expert knowledge of the population to select in

a non-random manner a sample of elements that was represents a cross-sectional of the

populations. Respondents was consisting of undergraduate students in every working student

University in Malaysia. We choose the specific place and the location of the study to develop

the sample size from the respondents from all working students. This research was conducted

to determine the factor that associated with depression that will assumed by the university

students.

3.6 DATA COLLECTION PROCEDURE

Data collection can be defined as the one of procedure of collection, measuring and

analyzing accurate of data for research by using the standard validated technique. In order to

respond to relevant inquiries, assess findings, and generate detailed insights for study on

potential probabilities and trends, data collecting is necessary (Rouse, 2020).

This study uses primary data. A questionnaire will be used to collect primary data.

About 384 respondents will be needed to answer the questionnaire who are suitable for the

objective of this study. The researchers will share the questionnaires with their friends, and

they will oversee spreading them to their other friends in each university through WhatsApp,

Facebook, Instagram, and others social media. A survey questionnaire will be used to

25
administer this one. The goal of the study is to identify the research's objective and the

information that will be guaranteed about the respondents.

3.7 RESEARCH INSTRUMENT

In this study, a set of questionnaires is used as an instrument for data collection which

is one measurement tool that helps the researcher obtain data to collect all the information

needed to complete this research. The questionnaire method is a data collection method

where respondents have to answer the questions. Moreover, this method does not require a

high cost compared to other methods, and it is easier to obtain data. Then, this method is

useful for collecting data and information because this research involves a large number of

respondents. The questionnaire will be designed by using Google Form in order to distribute

among working students in Malaysia through WhatsApp, Telegram, Facebook, Instagram and

other social media. The questionnaire will contain some simple, easy to understand and

concise questions to facilitate the respondents to answer the questionnaire. This is to avoid

confusion occurring among the respondents while answering the questionnaire.

This questionnaire has divided into three (3) part which is question A, B and C. Part A

is discussed on the demographic profile. The demographic was referred to the particular the

characteristics of the population such as gender, age, race, years of study, university and type

of the work. Next, part B is focused on the independent variables which is the time

management, personal stress and academic stress that have provided by the researcher.

Lastly, part C is discussed about the dependent variable which is the mental health among

working students in Malaysia.

The researchers applied a Likert scale in these questions. The respondents were asked

to select between strongly disagree, disagree, neutral, agree, and highly agree on the

questionnaire. Each choice is given a number from 1 to 5. (Table 3.7).

26
 Table 3.7: Measurement of Likert Scale

Strongly Disagree Neutral Agree Strongly

Disagree Agree

1 2 3 4 5

3.8 DATA ANALYSIS

Descriptive statistics and Pearson correlation were used in this study to assess the

questionnaire's results. A statistical instrument known as Statistical Package Social Science

(SPSS) version 27 programmed operation software was utilized to analyzed the data.

Statistics like the good percentage and cumulative percentage will be created using SPSS

data.

By focusing on the size of the relationship coefficient, Pearson Correlation is used to

simplify the strength of the connection between the independent and dependent variables.

The strength of the link between IV and DV is measured using the range of the connection

coefficient (r) table.it is used Common Features, refer to relationship is measured from -1.0

(perfect negative) to +1.0 (perfect positive). Coefficient can be close to zero when two

variables have non-linear relationship. Existence of high correlation between two variables

does not explain why relationship exist.

3.9 SUMMARY

The demographic, sample size, sampling technique, data collection process, research

instrument, and data analysis have all been covered in this chapter along with the research

design that was adopted to carry out this study. The demographic, sample size, sampling

method, data collection procedure, research instrument, and data analysis are all components

27
of the research design that the researchers can learn how to apply in the methodology from

this study. The design of the questionnaire and how it relates to this research were also

covered in this chapter. The researchers then go on to describe the reasoning behind each

question as well as its content. The researchers hope that all the research elements will be

useful for future research.

CHAPTER 4

4.1 INTRODUCTION

The result and findings of the analysis that was done on the information gathered from

the questionnaires are covered in this chapter. The surveys that were circulated online

received a total of 384 responses from working students in Malaysia. Statistical Packager for

the Social Science was used to evaluate the questionnaire's obtained data (SPSS). Data

analysis is done using SPSS.

4.2 DESCRIPTIVE ANALYSIS

Table 4.2: Demographic characteristic of working students in Malaysia

Variable Categories N Percentage (%)

Gender Female 269 70.1

Male 115 29.9

Age (years old) 18-20 40 10.4

21-23 257 66.9
24-26 69 18.0
27 18 4.7

28
 Race Malay 347 90.4
Chinese 22 5.7
Indian 7 1.8
Other 8 2.1
Level of STPM and below 19 4.9
Academic Certificate 26 6.8
Diploma 84 21.9
Degree 242 63.0
Postgraduate 11 2.9
Other 2 0.5
Years of Study Year 1 65 16.9
Year 2 118 30.7
Year 3 155 40.4
Year 4 11 2.9
Other 35 9.1
University
UMK 124 32.3
USM 22 5.7
UITM 55 14.3
UNIMAS 18 4.7
UMS 22 5.7
UKM 20 5.2
Other 123 32.0
Types of work
Full time 82 21.4
Part-time 302 78.6

Occupation
Online business 148 38.5
Sell burgers 28 7.3
Food panda/ grab food 22 5.7
Business owner 33 8.6
Other 153 39.8

29
 Salary (RM)
100-300/ month 99 25.8
400-600/ month 134 34.9
700-1000/ month 124 32.3
1000 and above 27 7.0

The Table 4.2 above show demographic characteristic of working students in Malaysia.

Based on the table above, it showed that female respondents were majority respondents,

70.1% and 29.9% of them was male respondents. Among these 4 age groups, the range of 21

to 23 years old is the highest percentage (66.9%) of respondents followed by24-26 years old

(18.0%) and 18-20 years old (10.4 %). The oldest group, 27 years old and above was the least

respondents (4.7 %).

Malay respondents were the highest percentage among the respondents (90.4%).

Chinese and other race contributed to 5.7% and 2.1%, respectively. Indian respondents were

the least percentage, 1.8%. Malay students tended to be more cooperative and easier to be

approached than the other races. They were willing to spend their time to answer the

questionnaires. Based on the table above, it was obvious that the degree level was the highest

percentage among the respondents (63.0%). The second highest was diploma level (21.9%).

Certificate level and STPM and below both of them with the percentages of 6.8 and 4.9.

Meanwhile, the percentage of postgraduate was 2.9 and other qualification was 0.5.

Year 3 students was the highest percentage among the respondents (40.4%), followed

by year 2 (30.7%) and year 1 (16.9 %). Year 4 respondents were the lowest percentage

among the working sudents (2.9%) and other years was (9.1%). For types of university, UMK

students was the highest percentage among the respondents (32.3%) followed by other

university (32.0%) and UiTM (14.3%). UNIMAS students recorded the lowest percentage of

30
respondent participation (4.7%). USM and UMS had the same percentages (5.7) and there

were only 5.2% involvement among UKM students.

For type of work, majority of the student work based on part-time basis, 78.6 % and 21.4% of

them were full time workers. The main reason of this result wss many students can do part-

time while they are studying. In terms of occupation, high percentage of working students

were online business 38.5%. 8.6 and 7.3% of them were business owner and burger sellers.

The lowest percentages were food panda/ grab food (5.7%). Lastly, for salary, it was

obviously that RM 400-600 per month has the highest percentage among the respondents

(34.9%). Next, the second and the third highest percentage were RM 700-1000 per month and

RM 100-300 per month with the percentage of 32.3% and 25.8%, respectively. However, RM

1000 and above have the lowest percentage among the respondents with the percentage of

7.0.

4.3 RESULTS OF RELIABILITY TEST

Table 4.3 below shows the results of reliability Cronbach’s Alpha for the variable.

Table 4.3 Results of reliability Cronbach’s Alpha for the variable

Variable Items Cronbach’s Alpha Reliability Level

Time Management 5 0.678 Acceptable

Individual Stress 5 0.733 Good

Academic Stress 5 0.884 Good

Mental Health among 5 0.892 Good

working students in
Malaysia

31
 The reliability coefficient alpha based on the independent and dependent variables is

listed in the table. The first independent variable, time management, included five questions

and a Cronbach's Alpha value of 0.678, which was deemed adequate in terms of internal

consistency and Likert-Scale question validity.

Individual stress was the second independent variable, and it had five questions with a

Cronbach's Alpha value of 0.733, which was considered good in terms of internal consistency

and Likert-Scale questions as reliable and valid.

The final independent variable, academic stress, had five questions and a Cronbach's

Alpha value of 0.884, which was rated good in terms of internal consistency and more

reliable in a Likert-Scale question.

There were five questions referring to the dependent variable, which is the mental

health of working students in Malaysia. The Likert-Scale question was regarded as more

dependable because it had a Cronbach's Alpha rating of 0.892, which was thought to be good

in terms of internal consistency.

4.4 RESULTS OF INFERENTIAL ANALYSIS

Time management, individual stress, and academic stress were the independent

variables and mental health among working students in Malaysia (dependent variable) that

will be examined using inferential analysis. The Pearson coefficient is a form of correlation

coefficient that shows how two variables measured on the same interval or ratio scale are

related. The Pearson coefficient is a measurement of how strongly two continuous variables

are related. The table describes the strength of the link and the reference coefficient

correlations that were utilized in this investigation.

32
 Correlation Coefficient (r) Strength of Relationship
(.91 to 1.00) or (-.91 to 1.00) Very Strong
(.71 to .90) or (-.71 to .90) Strong
(.51 to .70) or (-.51 to -.70) Medium
(.31 to .50) or (-.31 to -.50) Weak
(.01 to .30) or (-.01 to -.30) Very Weak
.00 No correlation

Table 1.4: The Pearson Correlation Analysis

Hypothesis r - Value Result (Supported/Not

Supported)

H1: There is a significant relationship between 0.685 H1 is supported

time management and mental health among
working student in Malaysia
H2: There is a significant relationship between 0.692 H2 is supported
individual stress and mental health among working
student in Malaysia.
H3: There is a significant relationship between 0.729 H3 is supported
academic stress and mental health among working
student in Malaysia

Working students in Malaysia showed a moderately positive (r=0.685) link between

time management and mental health among working students. This suggested a moderately

good association between time management and mental health among working students in

Malaysia. Time management had a p value of 0.0001, which is below the highly significant

level of 0.001. As a result, there is a considerable correlation between time management and

mental health among working students in Malaysia.

Meanwhile, mental health among working students in Malaysia showed a moderately

positive correlation coefficient of 0.692 with individual stress. This suggested a moderately

beneficial association between individual stress and mental health among working students in

Malaysia. The individual stress's p value was 0.0001, which is below the highly significant

33
limit of 0.001. Therefore, mental health among Malaysian working students in Malaysia was

a significant link with individual stress.

Last but not least, mental health working students in Malaysia showed a positive

correlation value of 0.729 between academic stress. This suggested a moderately beneficial

association between academic stress and mental health among working students in Malaysia.

The academic stress has a p value of 0.0001, which is below the 0.001 level. Therefore,

mental health among Malaysian working students was a significant link between academic

stress.

4.5 DISCUSSION BASED ON RESEARCH OBJECTIVE

By using the online survey method, which was carried out through Goggle Form, the

questionnaire was delivered to 384 respondents. According to distribution, it was validated

and found to be reliable using a 384 respondents pilot test, where the Cronbach's Alpha

Coefficient ranged from 0.678 to 0.884, indicating that all variables and items were suitable.

The values for time management, individual stress, and academic stress were 0.678, 0733,

and 0.884, respectively. Since all of the variables' Cronbach's alpha coefficients were higher

than 0.6, all of the variables had therefore achieved the minimum level of reliability.

The researchers will use correlation analysis to see whether there was a linear

relationship between the two variables designated as the study's objectives. Tables 4.4

showed the Pearson correlation results, which showed a considerable value and a total of 384

respondents. The p-value was 0.0001, which was below the 0.001 level of significance. These

was showed the relationship between dependent variable which is mental health among

working students in Malaysia and independent variable which are Time Management,

Individual Stress and Academic Stress.

34
 Table 2.5: r value and p value of Time Management, Individual Stress and Academic Stress

Variable r value p value

Time Management 0.685 p < 0.01

Individual Stress 0.692 p < 0.01

Academic Stress 0.729 p < 0.01

Table illustrated Pearson correlation coefficient. It shows that Time Management

correlation coefficient with mental health is 1 while individual stress and academic stress

which is .692** and .729**. Therefore, there is a significant relationship between time

management, individual stress, academic stress (independent variable) with mental health

among working students in Malaysia (dependent variable).

4.6 SUMMARY

In conclusion, female respondents were higher than male respondents involving a high

percentage of respondents aged 21 until 23 years old. For the race, majority of respondent

was Malay followed by Chinese, Indian and other race. For the level of academic, majority of

them were degree holders followed by other levels such as STPM and below, certificate,

diploma, postgraduate and other. Then, for the years of study majority are in the third year of

the study. After that, most of the university is from UMK. In conclusion, there is a significant

relationship between time management, individuals stress and academic stress with mental

health among working students in Malaysia.

35
 CHAPTER 5

5.1 INTRODUCTION

This chapter is discussing about summarize of the research findings, conclusion, and

the recommendations based on the data that have been analyzed in the previous chapter in

this study. Study limitations have also been identified in this study. The determinants of

mental health among working students in Malaysia have been identified by the researchers

and the study objectives were mentioned in this study.

5.2 RECAPITULATION OF THE FINDINGS

Research Objectives 1; Research Questions 1;

To determine the relationship Does time management have
between time management and significant relationship with mental
mental health among working health among working students in
students in Malaysia. Malaysia?

5.2.1 Discussion of research objective 1 and research question 1

The first research question of this study asked whether there was a relationship

between time management and mental health among working students in Malaysia.

This is also in response to the first objective and hypothesis. The research objectives

and question are shown in the table above.

According to Hypothesis 1, there was a significant relationship between time

management and mental health among working students in Malaysia. According to

36
the findings, there was a moderate positive with a correlation coefficient of r=0.685

and a P value of p<0.01, which was less than a very significant level. As a result,

Hypothesis 1 was supported.

The final thought was the research questions does time management has a

significant relationship with mental health among working students in Malaysia was

accepted by hypothesis which was related with research objective to determine the

relationship between time management and mental health among working students in

Malaysia.

Research Objectives 2; Research Questions 2;

To study the relationship between Does individual stress have significant
individual stress and mental health relationship with mental health among
among working students in Malaysia. working students in Malaysia?
5.2.2

5.2.2 Discussion of research objective 2 and research question 2

The second hypotheses have a positive relationship between individual stress

and mental health among working students in Malaysia. According to Pearson

Correlation analysis, the result showed that individual stress is moderate positive

correlates on mental health among working students in Malaysia. Based on the result,

a moderate positive correlation relationship between independent variable 2

(individual stress) and dependent variable (mental health among working students in

Malaysia) with r = 0.692, p < 0.01 were shown.

However, some previous research shows that the impact of individual stress on

behaviour and mood, as well as the cognitive reaction, is what environmental is

defined as (Gatersleben & Griffin. 2017). The sorts of environmental stressors

recognized include stress situations, daily complexity, life cycle pressures, and event

37
disasters. Stress will be more difficult to deal with as a result of the difficulties and

trips we face on a daily basis. Background pressure is another term for noise or air

pollution, which is also known as ambient pressure.

In conclusion, the research objective to study the relationship between

individual stress and mental health among working students in Malaysia achieved and

the research question does individual stress have a significant relationship with mental

health among working students in Malaysia is also answered through this research.

Research Objectives 3; Research Questions 3;

To identify the relationship between Does academic stress have significant
academic stress and mental health relationship with mental health among
among working students in Malaysia working students in Malaysia?

5.2.3 Discussion of research objective 3 and research question 3

The third research question of this study asked whether there is a relationship

between academic stress and mental health among working students in Malaysia. This

is also in response to the third objective and hypothesis. The research objectives and

question are shown in the table above.

According to Hypothesis 3, there is a significant relationship between

academic stress and mental health among working students in Malaysia. According to

the findings, there was a significant correlation between academic stress and mental

health among working students in Malaysia with r= 0.729, p< 0.01. The correlation

coefficient shows a moderate positive of correlation between academic stress and

mental health. Thus, this hypothesis 3 was acceptable for this research.

38
5.3 LIMITATIONS

Price, James H, and Judy Murnan, (2004) says the limitation of study are those aspects of

design or methodology impacted or influenced the application or interpretation of the study’s

findings. There were limitation on generalizability and utility of findings that result from the

design of the study and the method used to establish internal and external validity.

The researcher has provided the questionnaire in the form of a Google Form, which has

been utilized to collect data from the respondents in this study. The researcher needed to

include through instructions in this questionnaire to help respondents answer the question

accurately when answering it.

In this study, the respondents that have been focus on the working students in Malaysia to

gather the data with using the Google form that have been provided.

5.4 RECOMMENDATIONS

Several empirical elements of factors that determinant mental health among working

students in Malaysia have been discussed in the previous chapter. As a result, various

recommendations for future research have been made.

The first suggestion, future researchers should not depend entirely on Google forms to

collect data. Face-to-face surveys and interviews could be used in future studies. Face-to-face

interviews, in particular, allow for a clear understanding of the respondents' mental health

behaviour. This is due to the fact that can provide more reliable, consistent, and accurate data

for research.

The second suggestion is that research conducted in multiple languages not only include

two languages, mainly English and Malay, but that future studies use Malaysian race

languages like Mandarin and Tamil. This is because it not only makes it easier for

respondents of other races to comprehend the question, but it also makes it easier for the

39
researcher to collect data from the questionnaire more precisely, reliably, and efficiently.

Furthermore, because the questions received are in a variety of ethnic languages in Malaysia,

it may raise respondents' interest to complete the questionnaire.

5.5 SUMMARY

The major goal of this study is to determinant mental health among Malaysian working

students who are also working. Time management, individual stress, and academic stress are

the influential elements (independent variables) that have an effect on the mental health of

working students in Malaysia (dependent variables). As discussed in Chapter 3, total numbers

of 384 valid questionnaires were given out to 384 respondents who were working students in

Malaysia.

40
REFERENCES
Lenaghan, J. A., & Sengupta, K. (2007). Role Conflict, Role Balance and Affect: A Model of
Well-being of the Working Student. Journal of Behavioral and Applied
Management. https://doi.org/10.21818/001c.16780

Jönsson, J., Maltestam, M., Tops, A. B., & Garmy, P. (2017). School Nurses’ Experiences
Working With Students With Mental Health Problems: A Qualitative Study. The
Journal of School Nursing, 35(3), 203–209.
https://doi.org/10.1177/1059840517744019

Chandratre, S., Knight, C., & Dodson, L. (2021). Supporting Medical Student Mental Health
during COVID-19: Strategies Implemented for an Accelerated Curriculum Medical
Campus. Journal of Medical Education and Curricular Development, 8,
238212052110063. https://doi.org/10.1177/23821205211006392

Antaramian, S. (2015). Assessing psychological symptoms and well-being: application of a

dual-factor mental health model to understand college student performance. J.
Psychoeduc. Assess. 33, 419–429. doi: 10.1177/0734282914557727

Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Res Psychol 2006
Jan;3(2):77-101.

Bruffaerts R, Khan, Mortier P, Kiekens G, Auerbach RP, Cuijpers P, Demyttenaere K, et al.

Mental health problems in college freshmen: prevalence and academic functioning. J
Affect Disord 2018 Jan 01; 225:97-103

Galderisi, S., Heinz, A., Kastrup, M., Beezhold, J., & Sartorius, N. (2015). Toward a new
definition of mental health. World Psychiatry, 14(2), 231–233.

Haroz, E. E., Ritchey, M., Bass, J. K., Kohrt, B. A., Augustinavicius, J., Michalopoulos, L., et
al. (2017). How is depression experienced around the world? A systematic review of
qualitative literature. Social Science & Medicine, 183, 151–162.

Harrison, E. (2013). Bouncing back? Recession, resilience and everyday lives. Critical Social
Policy, 33(1), 97–113.

Huckins JF, daSilva AW, Wang W, Hedlund E, Rogers C, Nepal SK, et al. Mental health and
behavior of college students during the early phases of the COVID-19 pandemic:

41
 longitudinal smartphone and ecological momentary assessment study. J Med Internet
Res 2020 Jun 17;22(6): e20185

Hunt, J., and Eisenberg, D. (2010). Mental health problems and help-seeking behaviors
among college students. J. Adolesc. Health 46, 3–10

Lai J, Ma S, Wang Y, Cai Z, Hu J, Wei N, et al. Factors associated with mental health
outcomes among health care workers exposed to coronavirus disease 2019. JAMA
Netw Open 2020 Mar 02;3(3): e203976

Mazni, Mastura 2019 annual report. Center for Collegiate Mental Health. University Park,
PA: Penn State University; 2020. URL:
https://ccmh.memberclicks.net/assets/docs/2019-CCMH-Annual-Report_3.17.20.pdf
[accessed 2020-05-11]

"National Alliance on Mental Illness (NAMI) Family-to-Family Education Program". U.S.

Department of Health and Human Services: Substance abuse and Mental Health
Administration. Archived from the original on 19 July 2014. Retrieved 21 July 2014.

Abdel-Khalek, A. M. (2019). THE ASSOCIATION BETWEEN RELIGIOSITY, WELL-

BEING, AND MENTAL HEALTH.

American Psychological Association. 3 Type of Stress. Retrieved April 23, 2018.

https://crmhs.org/apa-3-types-of-stress/

Assegid Negash, M. A. (2020). Mental distress, perceived need, and barriers to receive
professional mental health among univerity students in Ethiopia. BMC Psychiatry .

Bun Chantrea, H. C. (2018). Working and Studying at the Same Time.

Edward Nartey Tetteh, E. J. (2018). Work–life balance among working university students in
Ghana.

Enrique Ramón-Arbués, V. G.-C.-L. (2020). The Prevalence of Depression, Anxiety and

Stress and Their Associated Factors in College Students. Int. J. Environ. Res. Public
Health.

Fusar-Polia, P. (2019). What is good mental health.

42
Jonathan Purtle (2020). COVID – 19 and Mental Health Equity in the United States.
Retrieved June 17, 2020.https://link.springer.com/article/10.1007/s00127-020-01896-8

Mathuews, K. B. (2018). The Working Time-Poor: Time Poverty Implications for Working
Students’ Involvement.

Mohd Faizul bin Hassan, N. M. (2018). Issues and Challenges of Mental Health in Malaysia.

Mind, the mental health charity. Mental Health Problems. Retrieved, 2020.

https://www.mind.org.uk/information-support/types-of-mental-health problems/mental-

health-problems-introduction/causes/

Nalini Arumugam, V. (. (2021). Mental Health Among Malaysian University Students

Amidst .

Nonis, S. A. (2010). Academic Performance of College Students: Influence of Time Spent

Studying and Working. Journal of Education for Business.

Nurul Retno Nurwulan, G. S. (2020). JURNAL EDUCATIVE: Journal of Educational

Studies, Vol. 5, No. 2,.

Paolo Fusar-Poli, G. S. (2019). What is good mental health.

Ranita Manap, S. A. (2018). DEPRESSION, ANXIETY AND STRESS AMONG

UNDERGRADUATE . Vol. 16, No.2 (1-7),.

Redhwan Ahmed Al-Naggar, D. H.-N. (2012). Prevalence and Associated Factors of

Emotional Disorder among Malaysian University Students. International Journal of
Collaborative Research on Internal Medicine & Public Health.

Rica Abenoja, N. A. (2019). The Experiences of Working While Studying.

Pn. Anita Abu Bakar. Mental Illness Awareness and Support Association (MIASA Malaysia).
Great Minds Campaign. Retrieved September 2017.https://miasa.org.my/

43
APPENDICES

QUESTIONAIRRE/ BORANG KAJI SELIDIK

THE DETERMINANTS OF MENTAL HEALTH AMONG WORKING

STUDENTS IN MALAYSIA.
PENENTU KESIHATAN MENTAL DALAM KALANGAN PELAJAR YANG
BEKERJA DI MALAYSIA.

Sir/ Madam/ Miss

We are University Malaysia Kelantan students pursuing a degree in Health Entrepreneurship

(Wellness) with Honors from the Faculty of Hospitality, Tourism, and Wellness. This survey
about “The Determinants of Mental Health Among Working Students in Malaysia” being
performed as part of our study proposal. If you could please answer the following questions,
it would be greatly appreciated. We would like to inform you that your comments would be
kept private and will only be used for our study. Thank you for taking part in this research
and collaborating with us.

Prepared by,

NOR FARAH AIN BINTI GHAZALI (H19A0391)

NUR ATIKAH BINTI MOHD LUKMAN (H19A0978)

NURUL NAJWA HUSNA BINTI ROSDI (H19B0701)

SYAHIRA NAJIHA BINTI SABERI (H19A0854).

44
Kami adalah pelajar Universiti Malaysia Kelantan yang melanjutkan pelajaran dalam
bidang Keusahawanan (Kesihatan) dengan kepujian dari Fakulti Hospitaliti, Pelancongan,
dan Kesejahteraan. Tinjauan ini tentang “Penentu Kesihatan Mental Dalam Kalangan
Pelajar Yang Bekerja Di Malaysia” dilakukan sebagai sebahagian daripada cadangan
kajian kami. Sekiranya anda dapat menjawab soalan-soalan berikut, sangat kami hargai.
Kami ingin memaklumkan bahawa komen anda akan dirahsiakan dan hanya akan digunakan
untuk kajian kami. Terima kasih kerana mengambil bahagian dalam penyelidikan ini dan
bekerjasama dengan kami.

Disediakan oleh,

NOR FARAH AIN BINTI GHAZALI (H19A0391)

NUR ATIKAH BINTI MOHD LUKMAN (H19A0978)

NURUL NAJWA HUSNA BINTI ROSDI (H19B0701)

SYAHIRA NAJIHA BINTI SABERI (H19A0854)

SECTION A: DEMOGRAFIC PROFILE / BUTIRAN DEMOGRAFIK

The demographic questions that follow are linked to that detail. Please pick one answer that is
the most suitable for you for each question. Please mark in the box below to indicate your
response.

Soalan demografi yang berikut berkaitan dengan perincian itu. Sila pilih satu jawapan yang
paling sesuai untuk anda untuk setiap soalan. Sila tandakan di kotak di bawah untuk
menunjukkan jawapan anda.

1. Gender/ Jantina
( ) Male/ Lelaki ( ) Female/ Perempuan

2. Age/ Umur
( ) 18-20 years old/ tahun ( ) 21-23 years old/ tahun

45
 ( ) 24-26 years old/ tahun ( ) 27 years old and above/ tahun keatas

3. Race / Bangsa
( ) Malay/ Melayu ( ) Chinese/ Cina

( ) Indian/ India ( ) Other/Lain-lain

4. Level of academic/ Tahap pendidikan

( ) STPM and below ( ) Certificate ( ) Diploma

( ) Degree ( ) Postgraduate ( ) Other

5. Years of Study/ Tahun Belajar

( ) Year 1/ Tahun 1 ( ) Year 2/ Tahun 2

( ) Year 3/ Tahun 3 ( ) Year 4/ Tahun 4 ( ) Other/ Lain-

lain

6. University/ Universiti
( ) UMK ( ) USM ( ) UITM

( ) UNIMAS ( ) UMS ( ) UKM ( ) Other

7. Types of work/ Jenis Pekerjaan

( ) Full time/ sepenuh masa ( ) Part-time/ separuh masa

8. Occupation/ Pekerjaan (Sila nyatakan)

…………………………………………

9. Avarage salary, sales / Purata gaji, jualan

( ) RM 100 – 300 / month ( ) RM 400- 600 / month

( ) RM 700 – 1000/ month ( ) RM 1000 and above/ month

SECTION B: INDEPENDENT VARIABLES/ PEMBOLEHUBAH BEBAS

This question is focused on the independent variables which is the time management,
personal stress and academic stress among working students in Malaysia. Please select one
answer that is relevant for the question.

46
Soalan ini tertumpu kepada pembolehubah bebas iaitu pengurusan masa, tekanan peribadi
dan tekanan akademik dalam kalangan pelajar yang bekerja di Malaysia. Sila pilih satu
jawapan yang relevan untuk soalan tersebut.

Strongly agree = 1, Agree = 2, Neutral = 3, Disagree = 4, Strongly disagree = 5

Sangat Setuju = 1, Setuju = 2, berkecuali = 3, Tidak setuju = 4, Sangat tidak setuju = 5

1. TIME MANAGEMENT/ PENGURUSAN MASA

QUESTION SA A N DA SD

1. I can divide my times between 1 2 3 4 5

studying and working
Saya boleh membahagikan masa
antara belajar dan bekerja.
2. I know how much times I spends on 1 2 3 4 5
studying and working
Saya tahu berapa banyak masa yang
saya luangkan untuk belajar dan
bekerja.
3. I think I use my time effectively 1 2 3 4 5
during studying and working
Saya fikir saya menggunakan masa
saya dengan berkesan semasa
belajar dan bekerja.
4. I am stressed about deadlines of 1 2 3 4 5
assignments and commitments of
works.
Saya tertekan dengan tarikh hantar
tugasan dan komitmen kerja.
5. I spend more time on work because 1 2 3 4 5
working is more important than
studying.

47
 Saya luangkan masa lebih kepada
pekerjaan kerana pekerjaan penting
berbanding belajar.

2. INDIVIDUAL STRESS/ TEKANAN PERIBADI

QUESTION SA A N DA SD

1. I worked while studying because I had 1 2 3 4 5

financial problems.

Saya bekerja sambil belajar kerana

mempunyai masalah kewangan.

2. I work while studying because I want 1 2 3 4 5

to pay university fees and daily use.

Saya bekerja sambil belajar kerana ingin

membayar yuran universiti dan
kegunaan harian.

3. Although I am a working student, I 1 2 3 4 5

wisely divide my time between work and
study.

Walaupun saya pelajar yang bekerja,

saya bijak membahagikan masa antara
kerja dan belajar.

4. I will not spend my money on useless 1 2 3 4 5

things.

Saya tidak akan membelanjakan wang

saya kepada perkara yang tidak berguna.

5. Although working during studying is 1 2 3 4 5

tired, I will make sure I have adequate

48
 rest so as not to affect my emotions and
mental while studying.

Walaupun bekerja sambil belajar penat,

saya akan memastikan saya mempunyai
rehat yang secukupnya supaya tidak
menjejaskan emosi dan mental saya
ketika belajar.

3. ACADEMIC STRESS/ TEKANAN AKADEMIK

QUESTION SA A N DA SD

1. I am able to study while working. 1 2 3 4 5

Saya boleh belajar sambil bekerja.

2. My academics will not be affected 1 2 3 4 5

even if I work.
Akademik saya tidak akan terjejas
walaupun saya bekerja.
3. I am capable of completing all 1 2 3 4 5
assignments while working.

Saya boleh menyiapkan semua

tugasan yang diberikan walaupun
saya bekerja.
4. When I get a new assignment, I will 1 2 3 4 5
complete the assignments first, then
working.

Apabila saya mendapat tugasan

baru, saya akan menyiapkan tugasan

49
 dahulu, barulah bekerja.

5. Even though I was working, my 1 2 3 4 5

exam results were unaffected.

Walaupun saya bekerja, keputusan

peperiksaan saya tidak terjejas.

SECTION C: DEPENDENT VARIABLES (MENTAL HEALTH AMONG WORKING

STUDENTS IN MALAYSIA)

This question is focused on the dependent variables. Please select one answer that is relevant
for the question.
Soalan ini tertumpu kepada pembolehubah bersandar. Sila pilih satu jawapan yang relevan
untuk soalan tersebut.

Strongly agree = 1, Agree = 2, Neutral = 3, Disagree = 4, Strongly disagree = 5

Sangat Setuju = 1, Setuju = 2, berkecuali = 3, Tidak setuju = 4, Sangat tidak setuju = 5

QUESTION N R S VO A
1. I am able to deal with stress and 1 2 3 4 5
pressure even though I was busy
studying and working.
Saya boleh menangani stress dan
tekanan walaupun sibuk dengan belajar
dan bekerja.
2. I will always think positive even when I 1 2 3 4 5
am under the pressure from assignments
and working.
Saya akan sentiasa berfikir positif
walaupun saya berada dalam tekanan

50
 bebanan tugasan dan bekerja.

3. I will make sure I get adequate rest both 1 2 3 4 5

physically and mentally.
Saya akan pastikan saya mendapat
rehat yang secukupnya sama ada fizikal
mahupun mental.
4. I aware that mental health is very 1 2 3 4 5
important to me in managing daily
work.
Saya sedar bahawa kesihatan mental
sangat penting kepada saya dalam
menguruskan kerja harian.
5. I will complete the assignment on time 1 2 3 4 5
so that I will not be stressed with the
upcoming assignments.
Saya akan menyiapkan tugasan pada
waktu yang telah ditetapkan supaya
saya tidak akan stress dengan tugasan
yang akan datang.

51