A Correlational Study On The Impact of Perceived Sources of Stress On Academic Performance
A Correlational Study On The Impact of Perceived Sources of Stress On Academic Performance
A Correlational Study On The Impact of Perceived Sources of Stress On Academic Performance
Abstract
The main objective of this study was to determine the impact of perceived sources of stress on the academic
performance of college students in the new normal classes. It utilized the descriptive correlational method of
research and applied the following statistical treatment of data’s: Mean, Pearson–r, T-test, and ANOVA using
SPSS (Statistical Package for the Social Sciences). This investigation used researcher-made survey questionnaire
which undergoes validation and summative assessment tool for both general and professional education which
undergoes item analysis. Universal sampling technique was used with a total of 119 college students in Davao de
Oro, Philippines. The result of the study revealed that students in new- normal education have high stress on
academic factors, personal factors, relationship factors, and environmental factors. Moreover, there is a moderate
negative correlation on perceived sources of stress and academic performance which means that the higher the
stress level, the lower the academic performance will be. Age, Gender, and Ethnicity are examined to find
significant difference among the group, the result shows that there is no significant difference on both perceived
sources of stress and academic performance in relation to the stated moderating variables. As recommendations,
students must be more motivated and engaged in learning for them to easily find comfort and healthy relationship.
Teachers must be updated and well-trained with the new trends of teaching strategies to students see their fullest
potential and be honed holistically. Schools shall have program for students to be provided with counselling
sessions with a licensed professional counselor or psychometrician. This is to advocate on the Mental Health
Awareness and to intervene students who are struggling to build themselves as early as possible.
Keywords: perceived sources of stress, academic performance, academic factor, personal factor,
relationship factor, environmental factor, age, gender, ethnicity
Additionally, the variety of learning and development Richard Lazarus' study from 1984 on the transactional
opportunities available in the tertiary education theory of stress and coping (TTSC) describes stress as
environment may result in harmful stress levels, the result of a transaction between an individual and
impacting students' social skills and academic success. their complex environment, which may include
Understanding the causes of stress is important for interpersonal and personal issues. According to
making it from getting out of control or intolerable Lazarus, an individual's cognitive interpretation of
levels (Callahan, 2015). According to Liao et al. potentially stressful events and experiences that are
(2006), extreme stress can be source of physical and regarded as person-environment interactions that
mental health issues as well as lower self-esteem and depend on the influence of the stressor is what
have an adverse effect on students' academic determines how stress is perceived by the individual. It
performance (Robbins et al., 2006; Hofer, 2007). is typically viewed as a transaction between a person
and the stressors in his environment. This transaction
In the United States, a study on stress by Essel et al. is made up of two key p ro cesses, n am ely
(2016) at the University of New York supports the p sy cho log ical appraisal and coping.
Troubled emotions are at the root of the majority of academic success (von Stumm, Hell & Premuzic,
your most significant troubles, including splurging, 2011). Academic accomplishment is measured by
on going relatio n sh ip ch allen g es, money cumulative GPA and the completion of educational
mismanagement, substance abuse, and even most of requirements such secondary school diplomas and
the time-poor physical wellness, if they are not treated bachelor's degrees. Numerous studies demonstrate that
beneficially. Similarly, students' stress is brought on academic success has a key role in determining
by several academic challenges that outweigh their retention and graduation (Ball, Dyer, & Garton, 2002;
capacity for self-adaptation (Wilks, 2008). Garton, Dyer, & King, 2001; Kennett & Reed, 2009).
Additionally, these studies discovered that a strong
Busari (2012) discovered that stress contributed to predictor of academic success is typically found to be
depression in secondary school students and had an the grade point average.
impact on their academic performance. Precautionary
measures education, life skills instruction, and other One of the concerns of education students in higher
healing methods should all be seriously considered. If education institutions is their academic performance. It
it is severe and ignored, it may interfere with the is referred to be the end-term grades from the prior
student's academic progress and on-campus activities, semester that the general weighted average may
increasing the likelihood that they will engage in support (GWA). Abid (2006) asserts that students'
substance misuse and other risky behaviors (Richlin- study habits- their method of learning, whether
Klonsky & Hoe in Busari, 2012). methodical, well-organized, or ineffective-serve
primarily the objective of their academic efforts.
Coping with Stress
Stress has reportedly been a major concern in
According to Dimitrov's (2017) research, stress can be academic circles, according to Agolla (2009).
reduced by ensuring that students give their health and Numerous thinkers have backed extensive research on
wellness the utmost priority. Some of the elements to stress and come to the conclusion that this subject
pay attention to are food, exercise, effort, and requires additional consideration. In their 2003 study
recreation. Additionally, he found that the educational of the anticipated stress among fourth-year
system places more emphasis on academic learning undergraduate students, Radcliff and Lester found that
than on pupils' overall development. Sharma et al. the stress was exacerbated by assignments, poor
(2016) also mentioned the use of several techniques to guidance, social pressure, and the need to connect.
reduce stress. One physical activity performed each
day can help with the stress issue. One can also use a
variety of time management techniques and engage in
Methodology
leisure pursuits that are advantageous for students.
Additionally, it was suggested that institutions should The descriptive-correlation method was employed in
have a relaxing atmosphere to reduce stress. Changes this study. According to Creswell (2012), in
in teaching methods on the part of the teachers and the descriptive-correlational design, the researcher is
availability of mentors can breathe new life into the concerned in the level to which two variables (or
classroom's instruction. more) co-vary, where changes in one variable are
reflected in changes in the other
According to Grandea (2006), he used a clarifying
research methodology that focused on the stress and Participants
methods of coping used by first-year students at
Southville International School and Colleges. There The participants of the study are 119 college students
were 201 understudy responders, who reported feeling from Davao de Oro, Philippines.
a lot of strain. Academics stood out as the main
stressor. The positive pressure technique was used by Instruments of the Study
the understudy respondents to reduce stress. The
understudy respondents' reported stress levels and The instrument used in this study was a researcher-
coping mechanisms were independent of their profiles. made questionnaire. The survey questionnaire is
composed of questions about perceived sources of
Academic Performance stress, including academic, personal, relationship, and
environmental factors. The instrument used in this
Assessing how much has been achieved over a specific study was validated by three internal and two external
amount of time allows for the measurement of experts. It was revised based on the comments and
suggestions of the validators ensuring that the Table 3. Profile of Respondents based on Ethnicity.
instrument assesses what it intends to assess. It was
pilot tested to the twenty respondents for item analysis
of the test questionnaire, and testing the reliability of
the instrument.
Procedures
Results
Table 5. Personal Factor in terms of Low Self-esteem Table 6. Relationship Factor in terms of Student-
and Lack of Motivation Teacher Relation and Peer Influence
Discussion
Thus, the first null hypothesis is rejected. learning and socializing. Students’ academic factors of
stress in terms of increased academic workload and
In their study, Erkutlu & Chafra (2006), they found study habits are seen to be the greatest contributor of
that students find the academic atmosphere to be stress to students and eventually leads to the decrease
particularly stressful due to the pressure to perform of their academic performance. Additionally, the new
well on tests and exams and the time constraints. The normal type of education has contributed also to
primary cause of stress for teenagers is school, which students’ pressure on information and communication
can also result in low self-esteem. Low self-esteem is a technology problems and their life condition which
major contributing factor to many psychological does not suit to the demands of online class. Moreover,
issues, including depression and suicide (Nikitha, et al, it is essential to boost the students drive and passion
2014). In the analysis of the difference of perceived on their journey to ensure academic success. Students
sources of stress when grouped according to age, the perceived sources of stress must be accordingly dealt
result shows that there is no significant difference with to avoid future issues in the education system and
between perceive sources of stress and age which the society.
shows a p-value of 0.596 (p < .05). This means that
there is no difference on the perceived sources of
stress experienced by the respondents in terms of age, References
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