Perceived stress and academic achievement a

Introduction Academic stress involves mental distress regarding anticipated academic challenges or failure or even an awareness of the possibility of academic failure [1].

Perceived stress and academic achievement a

Import into RefWorks 1. Introduction Stress is as old as human existence.


It is an unavoidable phenomenon since it forms part of the human daily activities in the bit to meet the needs for human survival and progression. The pervasiveness of stress cut across myriads of every individual experiences irrespective of age, occupation, social status, race, cultural background amongst others [ 28 ].

Most working generations are today under one Stress or the other. This type of stress has been recognized as one of the fundamental source health challenges that affect both the individual employee and the organizations he is working under International Labour Organisation ILO, The alarming state of stress conditions in most working environment made the World Health Organization WHO to cite stress as a global epidemic [ 40 ].

Stress become an important subject for studies in academic circles especially in the field of Clinical Psychology and behavioural science [ 2329 ]. Basically, attention was directed at studying the apparent factors or causes that has direct consequences on the healthy condition of the employees, students and the organization or institutions, its harmful effects on wellbeing and how it affects students performance and organizations productivity.

Perceived stress and academic achievement a

Stress among students in tertiary institutions has a long time effects on the future of the country. These therefore call for serious investigation into the scourge to reduce its negative consequences on future working generations, research and development of the country at large.

Literature Review It has been identified that the period of transition of students from secondary schools environment to tertiary education environment is a process that could cause serious psychosocial, academic and social shock that end up serving as stressor [ 37 ].

Added to it is the level of change from being guided to being independents, this serving as comparatively different educational system poses yet another source of stress for the students [ 7 ]. Tertiary institution environment have entirely different working surroundings, making the new students so often to face new methods of teaching-learning, new academic requirements, new type of relationship between students and lecturers and even the relations among students from different ethno religious-tribal affiliations tends to serve source of stress concern Saipanish, Assessing the issue further, Saipanish concludes that any type of stress associated with students can affect learning, memory and retention capability.

In Nigeria, most of our tertiary educational institutions are mixed in nature be it University, Colleges of education and Polytechnics or any monotechnics.

Academic environments by virtue of their demand are considered as stressful atmosphere. Put in another way, due to the expected changes, students can potentially experience different types of stress that can affect their mental, social and physical health and their academic achievement.

Stress can be regarded as one of the main aspects of our modern life, resulting from the rapid and dynamic changes in human life; hence the present age can be called ages of stress. Supporting this assertion Ongori and Agolla [ 25 ] and Agolla [ 2 ] opined that stress has become an imperative issue in studious sphere as well as in our civilization, because students suffer from academic stress resulting from testing, giving of home works, other assignments and other school requirements which may exceed their abilities.

Parents too have their own stress resulting from child education, unemployment and modern life hassling, to the extent that the same person may suffer from different types of stress [ 18 ].

A large number of researches had been conducted assessing the levels of stress of students as well as looking at the relationship of stress factors among these students at tertiary institutions of learning and the effect on their academic performances [ 18 ]. While Moronkola and Okanlawaon [ 21 ] citing Communications Research Machines viewed stress as any stimulus that disturbs the biological or psychological equilibrium of an organism.

Although, the word stress connotes a negative reaction, it is not the pressure of living conditions of life but response to those pressures. The body reacts to excessive demand by attempting to maintain equilibrium among its internal processes.

Stress is an indispensible and inevitable concomitant of human existence. It is to some level an indispensible part of human lives in the sense that without some stress, we would be listless and apathetic creatures.

It is also inevitable because it relates to an external event, be it pleasurable or anxiety producing [ 29 ]. When a student responds to a stressor and it produces positive results, then such students have coped well and experienced the feeling of success [ 40 ]. A student response to a particular stressful situation makes a stress good or bad positive or negative.

When there is a good response Eustress to a stress then the student is on the positive side and when there is a harmful or bad response Distress to a stressor, then such student is on the negative side [ 38 ].

While a number of studies confirm a no significant effects of demographic characteristics age and gender on student performance, Krase et al, [ 18 ] found age and gender to have an effect on academic performance.

In another study conducted by, Clarke and Ramsey the results of such research found age to correlate with performance in most institutions and programmes of study.

In that research it was found that older university students perform better than younger students in certain courses. But in contrasts, in sciences courses like Mathematics and general Science, mature-age students were adversely affected as a results of decline in learning speed with advancement in age, but with the depth of learning increase.Matti Meriläinen and Matti Kuittinen, The relation between Finnish university students’ perceived level of study-related burnout, perceptions of the teaching–learning environment and perceived achievement motivation, Pastoral Care in Education, 32, 3, (), ().

between perceived stress and academic achievement.

The Young and the Stressed: Stress, Impulse Control, and Health in College Students To achieve these objectives, four research questions were raised and answered in the study.

Sixty five percent of the respondents had low stress level, and % had multiple health problems during the. Perceived stress will be measured by the Perceived Stress Scale, and GPA by the grades obtained that semester (June ). I hypothesize that a higher score on the Perceived Stress Scale resulting in a higher level of stress, the correlated GPA should be lower during that specific semester.

1 THE EFFECT OF SOCIAL SUPPORT AND PSYCHOLOGICAL PROBLEMS ON STUDENTS’ ACADEMIC PERFORMANCE Mariam Adawiah Dzulkifli1 and Md Aris Safree Md Yasin2 1International Islamic University Malaysia, Malaysia ([email protected]) 2Universiti Malaysia Terengganu, Malaysia ([email protected]) ABSTRACT This study was conducted to examine the relationship between social support and psychological problems .

In a cross-sectional survey examining the level of perceived academic stress among medical, dental, psychology, and sports students, it was demonstrated that sports and psychology students had a lower perceived stress risk compared with medicine students (Neveu et al., ).

perceived stress, perceived belongingness in school, and ultimately, academic performance. In addition to their hypothesized association with self-regulation, academic and social values may play an important direct role in students’ achievement goal orientation and perceived.

Stress and Academic Programme Type: Perspective on Polytechnic Students in Nigeria