Abstract
Human capital is the bundle of information, skills, and talents individuals build for personal well-being and economic productivity. Human capital provides long-term benefits for future generations. It is vital for economic growth, social capital, and the development of networks. Human growth is a challenging and never-ending process. However, the importance of early childhood and youth development is ever crucial. Because youth are susceptible to biological growth, academic and career advancement, and long-term planning, stress can come to them in various forms and sources. Stress represents an undeniable reality of life, particularly in youth concerning the academic sphere. Taking care of oneself represents a regularly practiced concept to relieve stress. Learning about self-care helps carefully maintain and improve short and long-term health and well-being. Its cohorts to improve overall health and well-being thus required scholarly attention to find the new way to benefit children and youth development.
TopIntroduction
Developing nations have made significant gains in human capital in recent decades. Enormous problems have threatened human economic development and competition in the global system. Consequently, the western world is making enormous efforts to develop models geared toward balanced youth growth. Recent Southern European migration has been characterized by significant flows of higher-skilled young people (Staniscia et al., 2021). Stress is a condition that affects everyone at some time in their life. However, it manifests differently in various people and is interpreted by the one experiencing it. One of the most obvious facts is that psychologists feel that stress is detrimental to an individual's health. For example, stress is hazardous for children and adolescents. Academic obligations, peer pressure, and other factors contribute to a wide range of continuing stresses for students in secondary and higher education settings (Pascoe et al., 2020). Another phenomenon that has significantly impacted students' life course shift is a societal change caused by the covid-19 pandemic (Husky et al., 2020; Wang et al., 2020). Therefore, adolescents and young people are subjected to increased healthcare services, counseling, and advisory services (Dalky & Gharaibeh, 2018). However, in particular, young people require special attention regarding stress development and education to become masters of stress awareness and prepared to manage stress.
Many countries have encountered the need for human capital development during the past decade, which has become increasingly prevalent due to global change. The Fourth Industrial Revolution includes the emergence of digital technology, which marks the shift from an industrial economy to a digital economy. Society is one of the change reasons. Technology has aided human development by influencing how governments respond to constituent needs in social services and public service delivery. The rapid spread of technological innovation necessitated a more adaptable next generation to keep pace with the rapidly shifting global system. Because of this, academics must use mastery and machinimas theories to formulate ways to produce a more resilient generation that can oversee hardship on its own in the future. Much literature has been produced on young people's propensity to stress.
This chapter discusses the notion of youth development and argues that it is critical to have a thorough grasp of it. The following section has described its relationship to human capital development. As crucial as describing stress theories is making connections between stress notions and childhood, adolescent development, and educational stressors. Further Academic life, stress, and wellness are linked to achieving a consensus and understanding to build their connection. Future directions that may be learned to develop mindful methods for various situations are explained as the chapter proceeds to its end.
Purpose of the Study
According to the development of a transactional stress model, coping strategies are essential in delaying a stress reaction. Specifically, academic stress and the possible relevance of psychological well-being as an individual determinant of coping methods in the academic context are under investigation. The study has several specific objectives, including identifying students based on their level of psychological well-being during academic life and identifying its precautions in real life. Human capital development aspects must be kept in mind during academic life. Well-being educational strategies and how to equip with self-care are combined as objectives of this chapter.
Justification of the Study
Manifestations and the idea of well-being are complicated and widely used in health and personal development. It is important to remember that one’s well-being is dependent on both the individual and the environment and that the environment might be essential during childhood and youth. It is widely acknowledged that the settings of family, school, and peers are vital for successful growth. It is also undoubtedly critical that human capital development occurs in a conducive setting. Knowledge about self-care education is critical. Research should shed light on how self-care mastery can be gained or provided.
Key Terms in this Chapter
Stress: A sensation of mental or physical stress. It might come from an occurrence or thought that makes to feel fatigued, upset, or uncomfortable.
Youth: Adolescents between the age of 14 to 24 years.
Well-Being: The experience of pleasant feelings such as happiness and contentment and developing one's potential.
Human Capital: The economic value of humans that is accounted for skills, knowledge, and attributes humans possess.
Human Capital Development: An area of study and instruction that prepares people to be compassionate. Dedicated solutions arise capable of identifying unfair, inhumane, and unsustainable systems and creating alternatives.