The Chinese students view "acceptance to college" as a tough event compared to American students due to the intersection of several variables. Admission into college takes several years of hard work, where one is put through several tests to determine the readiness to move to the next level. In college, one gets to experience more independence that comes with more responsibility. At this level, a person gets exposed to the world, and the challenges that come with it, therefore, are prone to stress. For the Chinese, it represents a time one gets to experience more autonomy after close supervision from the parents. It brings a sense of freedom and as well as more responsibility in conforming to cultural norms, thus exerting pressure on the students.
Social relationships among college students also attribute stressful circumstances for Chinese Students. Seemingly engagement in various sorts of relationships that interfere with academic commitment is imminent ( Zhou, Zhang, & Stodolska, 2018) . This is because although the provision of academic knowledge is the primary objective of educational institutions, social interaction amongst students of respective ages is relatively important in the development of upright lifestyles and careers. Stress amongst Chinese college students is caused by various relationships such as oppression, bullying, or emotional hurt from other colleagues. A substantial fraction of stressful circumstances amongst college students is attributed to emotional despair from colleagues ( Zhou, Zhang, & Stodolska, 2018) . However, unlike the other stresses caused by interpersonal traits, social relationships require psychological intervention to be effectively resolved
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Excessive workload is another major attributor of stress among Chinese college students. Due to the numerous social activities prevalent in universities, the general time intended for studies and academic assignations is relatively marginalized ( Yuan et al., 2017) . Therefore, provision and assignation of excessive academic activities are likely to result in stressful circumstances. As depicted above, stress concerns mental pressure attributed to external features. Since the level of academic workload in universities is relatively more burdensome than the prior enrollment in high school and elementary levels, university students are more likely to incur stressful circumstances due to excessive workloads ( Yuan et al., 2017) . The significant change in the amount of academic commitment intended in respective educational levels might be considered a major contributor to stress amongst Chinese college students.
College years are usually very enjoyable and a great learning experience, however, they are also quite stressful for Chinese students due to their expectation of performing academically. Students face high pressure when competing for top grades, which determines if they can pursue their studies and their suitability to join the skilled workforce ( Sun et al., 2013). Another major cause of stress among Chinese students is their financial situation; this is where the student lacks the funds to cover the cost of their education. Therefore, they may be forced to take on some form of employment to generate revenue. In doing so, they will face a struggle to balance their personal, academic, and professional life ( Sun et al., 2013) . Finally, stress can be caused by the anxiety of facing the future, whereby students are afraid of what will happen immediately after college. Sometimes students go as far as intentionally failing exams to delay graduation. The fear of the unknown and unwillingness to change contributes to this type of stress.
Stress among Chinese college students is caused by a variety of factors. The main cause is the pressure to perform academically, followed by financial situation and finally anxiety of facing the future. Symptoms of stress should be spotted early for the situation to be avoided; this calls for mandatory counseling sessions as part of the coursework to keep an eye on students' welfare.
References
Sun, J., Dunne, M. P., Hou, X. Y., & Xu, A. Q. (2013). Educational stress among Chinese adolescents: Individual, family, school, and peer influences. Educational Review , 65 (3), 284-302.
Yuan, W., Zhang, L. F., & Fu, M. (2017). Thinking styles and academic stress coping among Chinese secondary school students. Educational psychology , 37 (8), 1015-1025.
Zhou, Y., Zhang, H., & Stodolska, M. (2018). Acculturative stress and leisure among Chinese international graduate students. Leisure Sciences , 40 (6), 557-577.
