The Impact of Stress Levels on Academic Performance Among University Students

Launa Lutfi Sania; Rendi Nur Alamsyah; Nurul Sa'adah; No'er Salma Fitriani; Riska Siti Sofiyanti; Henri Setiawan

doi:10.56359/kian.v4i2.596

Authors

Launa Lutfi Sania STIKes Muhammadiyah Ciamis
Rendi Nur Alamsyah STIKes Muhammadiyah Ciamis
Nurul Sa'adah STIKes Muhammadiyah Ciamis
No'er Salma Fitriani STIKes Muhammadiyah Ciamis
Riska Siti Sofiyanti STIKes Muhammadiyah Ciamis
Henri Setiawan STIKes Muhammadiyah Ciamis

DOI:

https://doi.org/10.56359/kian.v4i2.596

Keywords:

academic stress, academic performance, university students

Abstract

Objective: This study aims to investigate the impact of stress levels on academic performance among university students.

Method: This study employed a cross-sectional design involving 47 university students from various higher education institutions in Indonesia. Data were collected through an online questionnaire distributed via Google Forms, which included demographic questions, a standardized stress scale (DASS-42), and self-reported GPA. Data were analyzed using SPSS version 22 with the Gamma correlation test to examine the relationship between stress levels and academic performance.

Results: The analysis showed no significant relationship between stress levels and academic performance among university students. The Gamma correlation test yielded a p-value of 0.605, indicating that stress levels did not statistically correlate with self-reported GPA.

Conclusion: The findings suggest that stress levels do not significantly influence academic performance among university students. Other factors such as coping strategies, motivation, and support systems may play a more critical role in academic outcomes.

Downloads

Download data is not yet available.

References

Marshall S, Blaj-Ward L, Dreamson N, Nyanjom J, Bertuol M T. The reshaping of higher education: technological impacts, pedagogical change, and future projections[J]. Higher Education Research and Development, 2024, 43(3).

von Keyserlingk L, Yamaguchi-Pedroza K, Arum R, Eccles J S. Stress of university students before and after campus closure in response to COVID-19[J]. Journal of Community Psychology, 2022, 50(1).

Lisnyj K T, Pearl D L, McWhirter J E, Papadopoulos A. Exploration of factors affecting post-secondary students’ stress and academic success: Application of the socio-ecological model for health promotion[J]. International Journal of Environmental Research and Public Health, 2021, 18(7).

Usher E L, Golding J M, Han J, Griffiths C S, McGavran M B, Brown C S, Sheehan E A. Psychology Students’ Motivation and Learning in Response to the Shift to Remote Instruction During COVID-19[J]. Scholarship of Teaching and Learning in Psychology, 2024, 10(1).

Guler K, Aydin A. The Relationship Among Working Memory Capacity, Cognitive Flexibility and Cognitive Emotion Regulation[G]//Learning and Memory - From Molecules and Cells to Mind and Behavior. , 2023.

Yazdanpanah M, Zobeidi T, Tajeri Moghadam M, Komendantova N, Löhr K, Sieber S. Cognitive theory of stress and farmers’ responses to the COVID 19 shock; a model to assess coping behaviors with stress among farmers in southern Iran[J]. International Journal of Disaster Risk Reduction, 2021, 64.

Salimzadeh R, Hall N C, Saroyan A. Examining Academics’ Strategies for Coping With Stress and Emotions: A Review of Research[J]. Frontiers in Education, 2021, 6.

Saqib M, Hisham-Ul-Hassan K, Shadab I, Mehmood N. Impact of Academic Stress on Secondary School Student’s Performance: A Qualitative Exploration[J]. Journal of Asian Development Studies, 2023, 12(4).

Wunsch K, Fiedler J, Bachert P, Woll A. The tridirectional relationship among physical activity, stress, and academic performance in university students: A systematic review and meta-analysis[J]. International Journal of Environmental Research and Public Health, 2021, 18(2).

Guszkowska M, Dąbrowska-Zimakowska A. Coping with Stress During the Second Wave of the COVID-19 Pandemic by Polish University Students: Strategies, Structure, and Relation to Psychological Well-Being[J]. Psychology Research and Behavior Management, 2022, 15.

Fullerton D J, Zhang L M, Kleitman S. An integrative process model of resilience in an academic context: Resilience resources, coping strategies, and positive adaptation[J]. PLoS ONE, 2021, 16(2 February).

Zaheer Z, Asad Khan M. Perceived Stress, Resilience and Psychological Well-Being among University Students: The Role of Optimism as a Mediator[J]. Asian Social Studies and Applied Research, 2022, 3(1).

Tran N T, Franzen J, Jermann F, Rudaz S, Bondolfi G, Ghisletta P. Psychological distress and well-being among students of health disciplines in Geneva, Switzerland: The importance of academic satisfaction in the context of academic year-end and COVID-19 stress on their learning experience[J]. PLoS ONE, 2022, 17(4 April).

Scott T, Mhunpiew N. Impact of Government Policies and International Students on UK University Economic Stability[J]. International Education Studies, 2021, 14(5).

Leal Filho W, Lange Salvia A, Abubakar I R, Mifsud M, Azadi H, Sharifi A, LeVasseur T, Luetz J M, Velazquez L, Singh P, Pretorius R, Akib N A M, Savelyeva T, Brandli L, Muthu N, Lombardi P. Impacts of the COVID-19 Pandemic on Routines of Higher Education Institutions: A Global Perspective[J]. Sustainability (Switzerland), 2022, 14(21).

Haykal K A, Pereira L, Power A, Fournier K. Medical student wellness assessment beyond anxiety and depression: A scoping review[J]. PLoS ONE, 2022, 17(10 October).

Tight M. Internationalisation of higher education beyond the West: challenges and opportunities–the research evidence[J]. Educational Research and Evaluation, 2022, 27(3–4).

Khan N, Chalitsios C V., Nartey Y, Simpson G, Zaccardi F, Santer M, Roderick P J, Stuart B, Farmer A J, Dambha-Miller H. Clustering by multiple long-term conditions and social care needs: a cross-sectional study among 10 026 older adults in England[J]. Journal of Epidemiology and Community Health, 2023, 77(12).

Alkhodary D A. Exploring the Relationship between Organizational Culture and Well-Being of Educational Institutions in Jordan[J]. Administrative Sciences, 2023, 13(3).

Wang Q, Zainal Abidin N E, Aman M S, Wang N, Ma L, Liu P. Cultural moderation in sports impact: exploring sports-induced effects on educational progress, cognitive focus, and social development in Chinese higher education[J]. BMC Psychology, 2024, 12(1).

Horta H, Tang L. Male and female academics’ gendered perceptions of academic work and career progression in China[J]. Higher Education Quarterly, 2023, 77(3).

Mistry R S, Elenbaas L. It’s All in the Family: Parents’ Economic Worries and Youth’s Perceptions of Financial Stress and Educational Outcomes[J]. Journal of Youth and Adolescence, 2021, 50(4).

Jenkins A, Weeks M S, Hard B M. General and specific stress mindsets: Links with college student health and academic performance[J]. PLoS ONE, 2021, 16(9 September).

Obbarius N, Fischer F, Liegl G, Obbarius A, Rose M. A Modified Version of the Transactional Stress Concept According to Lazarus and Folkman Was Confirmed in a Psychosomatic Inpatient Sample[J]. Frontiers in Psychology, 2021, 12.

Ma Y, Bennett D. The relationship between higher education students’ perceived employability, academic engagement and stress among students in China[J]. Education and Training, 2021, 63(5).

Simione L, Gnagnarella C, Spina G, Bersani G. Help-seeking as a maladaptive coping style in the pandemic scenario: What worked and what did not for facing this new stressor[J]. International Journal of Environmental Research and Public Health, 2022, 19(1).

Khan M. Academic Self-Efficacy, Coping, and Academic Performance in College[J]. International Journal of Undergraduate Research and Creative Activities, 2013, 5(0).

Shang Z, Cao Y, Cui Z, Zuo C. Positive delay? The influence of perceived stress on active procrastination[J]. South African Journal of Business Management, 2023, 54(1).

Anokye Effah N A, Nkwantabisa A O. The influence of academic engagement on academic performance of university accounting students in Ghana[J]. South African Journal of Accounting Research, 2022, 36(2).

Hatos A, Gyarmati B F. The Reliability of Self-Reported GPA in Educational Research: A Comparison of Self-Reported and Officially Recorded Data[J]. Revista Romaneasca pentru Educatie Multidimensionala, 2023, 15(4).

Zhang Y, Cao X, Lei G, Wu H. Relationship between perceived social support and postgraduate students’ general self-efficacy: a mediated model with moderation[J]. Current Psychology, 2024, 43(16).