{"id":84459,"date":"2026-09-11T09:32:55","date_gmt":"2026-09-11T07:32:55","guid":{"rendered":"https:\/\/magazin.tu-braunschweig.de\/?post_type=kb_presseinformation&p=84459"},"modified":"2026-09-11T09:32:55","modified_gmt":"2026-09-11T07:32:55","slug":"over-1000-students-provide-an-insight-into-everyday-student-life","status":"publish","type":"kb_presseinformation","link":"https:\/\/magazin.tu-braunschweig.de\/en\/pi-post\/over-1000-students-provide-an-insight-into-everyday-student-life\/","title":{"rendered":"Over 1,000 students provide an insight into everyday student life"},"content":{"rendered":"

What demands and resources characterise everyday student life \u2013 and how do students cope with them? In the \u201cGesA Stud<\/a>\u201d (Healthy and Successful Studying) project, Professor Simone Kauffeld and her team are investigating this question. She is also examining how students can be provided with easily accessible support. To this end, students are offered tailored support based on their individual demands-resources profile, which they can implement independently. The main study is currently getting underway again<\/a>, and new participants are very welcome.<\/strong><\/p>\n

The study found that, on average, students are certainly committed to their studies, although their levels of stress and exhaustion are also in the moderate range. Possible explanations for this include the various demands and resources that students encounter in their everyday lives.<\/p>\n

A challenge: balancing study and relaxation<\/h3>\n

In terms of demands, setting boundaries, physical strain and general academic demands were perceived as particularly significant. \u2018Setting boundaries\u2019 here refers to the difficulty of consciously making space for rest alongside academic commitments and mentally switching off from one\u2019s studies from time to time. Physical strain relates primarily to the consequences of prolonged sitting, screen-based work and a lack of physical activity in everyday student life. Task demands concern the organisational effort and the academic challenge involved in completing coursework.<\/p>\n

By contrast, experiences of discrimination \u2013 that is, derogatory comments or actions based on origin, gender, faith or other characteristics \u2013 as well as perceived dangers and risks in the academic environment were the least pronounced \u2013 an overall positive sign.<\/p>\n

It is particularly interesting to look at the variation in responses: when it comes to loneliness \u2013 that is, the feeling of being on one\u2019s own during one\u2019s studies without friends to turn to \u2013 and disruptive environmental factors \u2013 that is, a learning environment that makes it difficult to concentrate \u2013 there are particularly marked differences amongst students. For some, this is a key issue; for others, it plays hardly any role.<\/p>\n

Teamwork: the weakest resource<\/h3>\n

To cope with these demands, students draw on a wide variety of resources. Personal support is perceived as the strongest: most students find a sympathetic ear and reliable support from family, friends or partners, on whom they can rely during difficult times.<\/p>\n

The perceived meaningfulness of their degree is almost as high. Many students regard their studies as socially relevant. The perceived career development opportunities are also rated positively. By contrast, students rate their frustration tolerance and self-discipline somewhat lower. The weakest area is teamwork \u2013 a skill that can be particularly well developed whilst studying.<\/p>\n

Supporting students with small measures<\/h3>\n

Based on their individual demands-resources profile, participating students are provided with suitable self-help measures: concise, clearly presented resources containing background information, reflective questions and, in some cases, worksheets, which they can use to explore a topic independently and set their own goals for applying what they have learnt in everyday life. One example is the 6-A strategy: it guides students through stressful moments in six steps \u2013 from consciously recognising and accepting the situation, through reducing their own tension, to considering how they can react even better next time.<\/p>\n

About the study<\/h3>\n

A total of 1,053 students took part in the study. They were 26 years old on average, were in their fifth semester of study, and 66 per cent of them were female. The majority came from universities (55 per cent) and universities of applied sciences (31 per cent); the remainder were spread across distance-learning universities, vocational academies\/dual higher education institutions, private higher education institutions and teacher training colleges. Just under a third were studying a STEM subject. Most financed their studies through, amongst other things, a part-time job.<\/p>\n

GesA Stud stands for \u2018Healthy and Successful Studying\u2019 and is funded by the Federal Ministry for Research, Technology and Space (BMFTR). The project runs from 1 November 2024 to 31 October 2027 and is being carried out at the Institute of Psychology at the TU Braunschweig, Department of Work, Organisational and Social Psychology, under the headship of Prof. Dr Simone Kauffeld. The aim is to develop non-stigmatising and low-threshold prevention and intervention measures that promote students\u2019 health and enhance their academic success. Participants will receive a personalised needs-resource profile based on a comprehensive assessment and will be supported over the course of a semester in implementing individually recommended measures.<\/p>\n

Note: Register now to take part!<\/strong><\/p>\n

Students who would still like to take part can register with https:\/\/s2survey.net\/GesA-Stud\/<\/a>. If you have any questions, the project team will be happy to help at GesA-Stud@tu-braunschweig.de<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

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