Mental Health in Academia
In this article
Content warning: Mental health, depression, anxiety.
As I write this article, there are a hundred assignments that I have been diligently avoiding. Being as Gen Z as possible, I did what most of us do - Scroll through Reddit, see a few reels, Spotify and chill. Here I am now, procrastinating and complaining about those assignments where I could actually, (gasps at the thought) finish them.
But why is it that we find ways to procrastinate and complain?
To Do or To Do *Later?
We all know it isn't a good idea to be avoiding the task at hand. (Lieberman,2019) It leads us to feel bad where we blame ourselves for our flaws and our limitations. But here is the catch - Procrastination isn't a character flaw. It is a way to cope with our negative emotions and moods such as anxiety, insecurity and frustration. [i]
We can partly blame present bias for our ways of procrastination. (Liberman, 2019) Present Bias refers to the tendency to prioritize short term goals over long term goals. Dr. Sirois comments, “procrastination is about being more focused on the immediate urgency of managing negative moods than getting on with the task”. [ii]
When we face a task that makes us feel anxious or insecure, the threat detector part of our brain known as amygdala perceives it as a threat. This explains why we procrastinate despite being aware of it. Our brain's concern is to remove the threat by avoidance. Researchers call this “amygdala hijack". ( Lieberman, 2019)
But why do we procrastinate?
When we put off the work in the immediate present, a sense of relief rushes upon us. Our brain gets a reward for avoiding the task at hand. We indulge in the same cycle of procrastination as our brain keeps getting its little treats.
“Our brains are always looking for relative rewards. If we have a habit loop around procrastination but haven’t found a better reward, our brain is going to keep doing it over and over until we give it something better to do," said psychiatrist Dr. Judson Brewer.
So what can we do to not procrastinate?
But as we are aware, long term procrastination has its effects. Psychological distress, low life satisfaction, anxiety, and poor health behaviours are some of the consequences of chronic procrastination. (Lieberman, 2019)
Dr Sirois found that procrastinators tend to have high stress and low self-compassion.
Breaking the task into small chunks eases the psychological distress in our brains. Self-compassion is important when it comes to enhancing our mood as well as to decrease psychological distress. Forgiving ourselves helps us feel better during such moments of procrastination. Being mindful of the reasons as to why a particular task stresses out helps us deal with it better.
I’d rather just complain about it
Complaining is the expression of dissatisfaction or annoyance about something. [iii]
Elliot (2003) suggests that the two most important factors influencing student satisfaction are: student-centeredness and instructional effectiveness. [iv]When a person complains, the personal problem becomes an openly acknowledged interpersonal difficulty. By complaining, others are made aware of one's troubles and feelings about these troubles. [v]
But why do we complain?
Uncertainty and anxiety are usually problems due to which one complains. The human brain is an “anticipation machine, As Herman and Schield (1961) point out, "the immediate psychological result of being in a new situation is lack of security." When in new situations, the ambiguity leads us to find methods to seek information and ease our tension. [vii]
When there is uncertainty, we find ourselves unable to think of the future leading to anxiety.
An individuals' cognitive, behavioural adjustments along with self-regulation play a role in coping with uncertainty. [viii] Self-regulation refers to the controlling one’s behaviour, emotion and thoughts in the pursuit of long-term goals. [ix]
Uncertainty is inevitable. The concept known as cognitive reappraisal is helpful to watch our thoughts, thereby helping change our emotional responses. Being mindful helps reduce our psychological stress.
Why should we care?
The need for effective mental health treatment for students is more important than ever.
As Storrie notes, "The effect of emotional distress includes poor grades, social isolation and conflicts." Other issues included coping with academic load and attending classes.
Studies show that students are unwilling to seek help, due to concerns of being misunderstood as well as being stigmatized by being in emotional distress. [xii]
Higginbotham remarks that approaches should be made that helps overcome barriers of utilizing mental health services.[xiii]
Promotion, prevention and early intervention programs for students will are excellent ways to move forward. Showing support, compassion and being empathetic is important for students.
Remember, some of the greatest minds like Leornado Da Vinci or even the Dalai Lama were notorious procrastinators. We are bound to procrastinate over several reasons but that doesn’t mean one should reprimand one’s self about the same. Studies have shown that emotional regulation is important as we tackle procrastination and complaining. Yoga and Mindfulness act as healthy coping mechanisms. [xiv]
After all, a little self compassion can go a long way.
KEY TERMS
Self-regulation
refers to the controlling one’s behaviour, emotion and thoughts in the pursuit of long-term goals.
Cognitive Reappraisal
Reevaluating our thoughts in response to a stressful situation.
Amygdala Hijack
When we face a task that makes us feel anxious or insecure, the threat detector part of our brain known as amygdala perceives it as a threat. Our brain's concern is to remove the threat by avoidance.
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References
[i] Lieberman, C. (2019). Why you procrastinate (it has nothing to do with self-control). The New York Times. Retrieved from: https://www. nytimes.com/2019/03/25/smarter-living/why-you-procrastinate-it-has-nothing-to-do-with-self-control. Html.
[ii] Pychyl, T. A., & Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In Procrastination, health, and well-being (pp.163-188). Academic Press.
[iii] Kowalski, R. M., Allison, B., Giumetti, G. W., Turner, J., Whittaker, E., Frazee, L., & Stephens, J. (2014). Pet Peeves and Happiness: How Do Happy People Complain?. The Journal of social psychology, 154(4), 278-282.
[iv] Lala, V., & Priluck, R. (2011). When students complain: An antecedent model of students’ intention to complain. Journal of Marketing Education, 33(3), 236-252.
[v] Heinemann, T., & Traverso, V. (2009). Complaining in interaction.
[vi] Grupe, D. W., & Nitschke, J. B. (2013). Uncertainty and anticipation in anxiety: an integrated neurobiological and psychological perspective. Nature Reviews Neuroscience, 14(7), 488-501.
[vii] Gudykunst, W. B., & Nishida, T. (2001). Anxiety, uncertainty, and perceived effectiveness of communication across relationships and cultures. International journal of intercultural relations, 25(1), 55-71.
[viii] Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728.
[ix]Cuncic, A. (2020, January 20). How to Develop and Use Self-Regulation in Your Life. Verywell Mind. https://www.verywellmind.com/how-you-can-practice-self-regulation-4163536#:%7E:text=Self%2Dregulation%20can%20be%20defined,manage%20disruptive%20emotions%20and%20impulses.
[x] Kitzrow, M. A. (2003). The mental health needs of today's college students: Challenges and recommendations. Journal ofStudent Affairs Research and Practice,41(1), 167-181.
[xi] Quinn, N., Wilson, A., MacIntyre, G., & Tinklin, T. (2009). ‘People look at you differently’: Students’ experience of mental health support within higher education. British Journal of Guidance & Counselling, 37(4), 405-418.
[xii] Storrie, K., Ahern, K., & Tuckett, A. (2010). A systematic review: students with mental health problems—a growing problem. International journal of nursing practice, 16(1), 1-6.
[xiii] Higginbotham, H. K. (2012). A psychoeducational approach to improving college student mental health.
[xiv] Barton, A. L., & Kirtley, M. S. (2012). Gender differences in the relationships among parenting styles and college student mental health. Journal of American College Health, 60(1), 21-26.
Parvathi Sajiv
Currently found trying real hard to come up with a witty bio. Also enjoys reading about human limitations and ranting about the world to her friends.
