Journal articles: 'Academic stress'

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Sabirova, R., M. Umurkulova, and Ben C. H. Kuo. "Academic stress at different yearsof study." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 71–78. http://dx.doi.org/10.31489/2020ped4/71-78.

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The article describes the results of a study of academic stress in 119 psychology students of the Faculty of Philosophy and Psychology of Karaganda State University. The author substantiates the relevance of the stress problem arising in the process of educational activity. The necessity of enriching the diagnostic arsenal of psychologists and teachers with new methods for academic stress research is shown. An empirical study identified objective and subjective sources, mental and somatic manifestations of stress. The dynamics of the course of academic stress at different stages of study at the university is revealed. The results obtained by the authors of the article demonstrate the greatest severity of all parameters of physical and psychological distress at first and fourth years of study. The non-adaptive nature of coping strategies used by students of different grades to stop the negative psycho-emotional experiences associated with stress in educational activities is disclosed. The necessity of psychological and pedagogical support of students in situation of academic stress is shown. The general characteristic of the support program developing personality resources of the students is given, taking into account new methodological approaches to skills and learning strategies.

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Bosch, Jos A., Eco E. J. De geus, Christoffer Ring, and Arie V. Nieuw Amerongen. "ACADEMIC EXAMINATIONS AND IMMUNITY: ACADEMIC STRESS OR EXAMINATION STRESS?" Psychosomatic Medicine 66, no. 4 (July 2004): 625–26. http://dx.doi.org/10.1097/00006842-200407000-00025.

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Alnahdi, Asma Sami, and Mariya Aftab. "Academic Stress, Study Habits and Academic Achievement among University Students in Jeddah." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 97–104. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201138.

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Stowell, Jeffrey R. "ACADEMIC EXAMINATIONS AND IMMUNITY: ACADEMIC STRESS OR EXAMINATION STRESS?: RESPONSE." Psychosomatic Medicine 66, no. 4 (July 2004): 626–27. http://dx.doi.org/10.1097/00006842-200407000-00026.

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Bosch, J. A. "ACADEMIC EXAMINATIONS AND IMMUNITY: ACADEMIC STRESS OR EXAMINATION STRESS? * Response." Psychosomatic Medicine 66, no. 4 (July 1, 2004): 625–27. http://dx.doi.org/10.1097/01.psy.0000133254.46947.ac.

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YOUSEFI, MIDYA, Rohini Devi, and Ahmad Shuib. "Organizational Stress Indicators and Influence on Academic Performance in Private Universities." Asia Proceedings of Social Sciences 5, no. 2 (December 30, 2019): 117–22. http://dx.doi.org/10.31580/apss.v5i2.1123.

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This study investigates to recognize and test the influence of organizational indicators of stress on the academic performance. The current research collected questionnaire via multi cluster sampling techniques from 32 Malaysian private universities academic staff. Also, 190 completed questionnaires were analyzed through SmartPLS software that has been delivered the results based on measurement and structural model. Then outcomes show that workload is the first stress organizational indictors that has adverse effect on academic staff work performance. Likewise, ambiguity and conflict in roles are the secondary and thirdly stress indictors that negatively influence the academics’ performance in private universities respectively. This study suggests remarkable implications both theoretically and practically to complement the available literature toward the organizational stress indicators in academia context that contribute to academic staff performance. In addition, it, enriches current administrators and policy makers of private universities in reducing the negative effects of stress predictors in organization and manage to increase academic staff performance.

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Sedláková, Eva. "Academic stress - rewiev study." Diskuze v psychologii 3, no. 1 (November 1, 2021): 1–8. http://dx.doi.org/10.5507/dvp.2021.005.

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Oh, Hui-Jeong, and Kap-Sung Kim. "Longitudinal Analysis of Students" Testing Stress, Academic Stress and Academic Achievement." Korean Education Inquiry 38, no. 2 (June 30, 2020): 107–31. http://dx.doi.org/10.22327/kei.2020.38.2.107.

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Ang, Rebecca P., and Vivien S. Huan. "Academic Expectations Stress Inventory." Educational and Psychological Measurement 66, no. 3 (June 2006): 522–39. http://dx.doi.org/10.1177/0013164405282461.

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Pham, Trang. "Academic Identity Development of Asian International Doctoral Students at a Public University – A Reflexive Thematic Analysis." International Journal of Doctoral Studies 17 (2022): 323–44. http://dx.doi.org/10.28945/5013.

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Aim/Purpose: This study explores the development of academic identity among a group of Asian international doctoral students at a U.S. research university in various settings, including interacting with students and faculty members and reflecting on their personal journeys. Background: In 2020-2021, 132, 000 international doctoral students enrolled in U.S. universities – an increase of 71% since 2000. Despite this, relatively little is known about their academic identity development and how acculturative stress affects their academic growth. Methodology: A conceptual framework was constructed to integrate the concepts of acculturative stress and academic identity development. With the premise that academic identity development comprises three strands of intellectual, network, and institutional, the current framework conceptualizes the intersection of acculturative stress in all three strands to explore the tensions of balancing home-host culture values while international doctoral students grow into a new identity. Reflexive thematic analysis was applied to study the narratives of eight Asian international doctoral students and identified four main themes characterizing the participants’ academic identity development under acculturative stress. Contribution: This study contributes to an understudied area of higher education literature, directing the attention of the academic community to a small but growing group of junior academics. When examined in the confluence with acculturative stress, the conceptualization of academic identity is extended to include academics from cultural minorities. Findings: Acculturative stress intersects with all three strands of academic identity development, inhibiting participants’ progress in their doctoral programs. Acculturative stress also makes participants more hesitant to adopt an academic identity. Recommendations for Practitioners: This paper informs leaders and managers at departmental and university levels about cultural inclusiveness in doctoral training programs. Cultural minority students face the challenge of acculturative stress, an issue that distinguishes them from racial or gender minority groups; therefore, simply replicating race or gender inclusion initiatives is unlikely to be an ideal model for a culturally inclusive program. Recommendation for Researchers: The findings of this study indicate that Asian doctoral international students deviate from the commonly accepted view of academic identity in that they do not define intellectual growth strictly in terms of paper-trailed achievements (e.g., number of publications or grants), and they view jobs within and outside academia as equally attractive. Impact on Society: Doctoral training programs at universities are the suppliers of doctoral-level workers for industry. However, some programs, especially in the social sciences and humanities, focus on academic job placements. To broaden the impact on society, educational leaders need to expand the professional development training elements in such programs to prepare doctoral candidates for opportunities outside of academia. Future Research: Other aspects of doctoral training programs could be explored, such as the development of instructor identity and the changes in student identity.

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Chyu, Esther Pui Yung, and Ji-Kang Chen. "The Correlates of Academic Stress in Hong Kong." International Journal of Environmental Research and Public Health 19, no. 7 (March 28, 2022): 4009. http://dx.doi.org/10.3390/ijerph19074009.

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Most previous studies have attempted to explore how different personal, familial, or school factors are linked to academic stress in Western countries. However, relatively less research has incorporated these different factors into one model to examine the most crucial correlate(s) that predict academic stress, particularly in the East Asian context, where the level of academic stress among adolescents is high. This study examined how perfectionism, social-oriented achievement motivation, parental aspiration for achievement, parent–child relationship, emphasis on academics in school, and school climate work together to predict academic stress in Hong Kong. One thousand eight hundred and four students from eight secondary schools in Hong Kong participated in this study. The results indicate that perfectionism, social-oriented achievement motivation, parent–child relationships, and emphasis on academics in school have significant associations with academic stress, while perfectionism and social-oriented achievement motivation, the two factors from the personal domain, are the dominant drivers of academic stress. In addition, these findings applied to both genders. As the significant correlates come from the personal, familial, and school domains, this study recommends multilevel interventions for decreasing the level of academic stress. In addition, this study also suggests further research directions to examine the psychosocial mechanism between the correlates and academic stress.

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Xia, Tao. "Effects of Academic Expectations Stress on Academic Achievements." Lecture Notes in Education Psychology and Public Media 13, no. 1 (October 26, 2023): 153–59. http://dx.doi.org/10.54254/2753-7048/13/20230872.

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High academic expectations tend to be one of most significant features of Asian families, compared to non-Asian families. Parents expectations for high academic achievement of their children leads to high academic stress on students. Academic expectation stress (AES) is an important variable that reflects on-campus students mental state. However, relatively few studies specifically examine the impact of AES. Thus, the present study focuses on the effect of AES on academic achievements. Moreover, the relation between family educated level and academic achievements is also examined. The statistics are collected by questionnaires, and differences between groups were analyzed. Results show that academic expectation stress might affect academic achievement. In addition, family educated level might also have an impact on academic achievements. The results emphasize the influence of AES on students. Future research could focus on whether stress-relieving interventions are effective in reducing students academic expectation stress levels. Educators should focus on helping students develop reasonable academic expectations to avoid the effects of stress.

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Doğan, Altan, Rıza Demir, and Erman Türkmen. "An Investigation of Turkish Academics' Job Satisfaction, Role Stress and Intention to Leave." Yuksekogretim Dergisi 10, no. 3 (December 1, 2021): 340–55. http://dx.doi.org/10.2399/yod.19.636539.

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Like any other professional group, academic staff always faces various problems and difficulties while performing their duties. Revealing academics' current problems to solve them and ensuring that they are able to work efficiently and peacefully requires extensive research. Therefore, this study investigated the problems of academic staff working at Turkish universities and aimed to determine the current levels of job satisfaction, intention to leave, and role stress formed by role ambiguity and role conflict. The study also aimed to find out whether job satisfaction, role stress, and intention to leave differ according to academics' demographic characteristics. The gender, age, marital status, number of children, academic title, academic seniority, seniority at the university, type of university, field of study, department, administrative role, conducting academic studies abroad, teaching at different universities, average number of weekly courses in the last 3 years, and number of publications in the last 3 years were the demographic variables investigated in the study. The research was conducted on 3578 academics across Turkey. The results showed that academics' level of job satisfaction and role conflicts were moderate, their level of role ambiguity and intention to leave were low, and their level of role stress was low to moderate. It was also found that job satisfaction, role stress, and the intention to leave differed by some demographic variables.

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Kaur, Dr Supreet, and Vandana Sharma. "Depression Among Adolescents in Relation to Their Academic Stress." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 183–85. http://dx.doi.org/10.15373/2249555x/may2014/57.

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15

Kumar, Rupesh. "Academic Stress, Family Environment and Music at Adolescent Stage." Journal of Advances and Scholarly Researches in Allied Education 15, no. 8 (September 1, 2018): 47–52. http://dx.doi.org/10.29070/15/57866.

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Wajid, Nida, and Anju Hooda. "Academic Stress and Eating Pattern among the Student Nurses." Journal of Psychiatric Nursing 5, no. 2 (2016): 67–71. http://dx.doi.org/10.21088/jpn.2277.9035.5216.6.

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Porras, Jheniffer Fabiola Castro. "Self-regulated Learning and Academic Stress in University Students." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 719–26. http://dx.doi.org/10.47059/revistageintec.v11i3.1970.

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Renjen, Joshy. "Attention Deficit and Academic Stress among High School Students." Journal of Advanced Research in English and Education 07, no. 01 (October 21, 2022): 11–13. http://dx.doi.org/10.24321/2456.4370.202213.

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Tibus, Erlinda D., and Sybill Krizzia G. Ledesma. "Factors of academic stress: Do they impact English academic performance?" International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (December 1, 2021): 1446. http://dx.doi.org/10.11591/ijere.v10i4.21296.

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<span>This study investigated the college students’ level of academic performance and determined the impact of academic stress on their English academic performance. This employed a descriptive-exploratory research design with Exploratory Factor Analysis (EFA) and correlation analysis (Pearson r) as main analyses using statistical software. The result suggested that the students (N=250) have a moderate level of stress. Likewise, seven factors were generated through EFA but were reduced to four factors using parallel analysis, the factors are perceived personal stress, classroom stress, performance stress, and time management stress. In the correlation analysis, it was found out that perceived personal stress, classroom stress, and performance stress are significantly correlated except for time management stress. Moreover, these factors were found to have no significant relationship with the English grades of the students. With this result, it is concluded that despite having a moderate level of academic stress, students were able to manage them by using a plethora of coping mechanisms available. The institutions should offer prevention and intervention services that directly address the academic stress of the students to ensure academic success.</span>

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Borah, Prachurjya, Nandita Chitrakar, and Dimpal Khatiwora. "Influence of Academic Stress on University Students Academic Performance." Shanlax International Journal of Arts, Science and Humanities 10, no. 1 (July 1, 2022): 10–15. http://dx.doi.org/10.34293/sijash.v10i1.4664.

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The present study investigates the influence of academic stress on student’s academic performance among university students. The objectives of this study is to find out the influence of academic stress on academic performance of university level students and to compare the academic stress in terms of their gender and schools i.e. School of Engineering (SOE), School of Humanities and Social Sciences (HSS) and School of Sciences (SOS). A total of 120 University students were selected by random sampling technique from Tezpur University,India. Descriptive survey method was adopted in the study. The tool used in this study was Academic Stress Scale constructed by Rajendran & Kaliappan (1990). Academic performance t was measured using student’s semester exams results. To find out the correlation between academic stress and academic performance Pearson product-moment correlation method was used and the result shows positive correlation. Further, it was also found that stress and academic achievement has no significant gender difference. The result also shows that there is no significant difference in academic stress among university level students in respect to their school.

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Basith, Abd, Andi Syahputra, Slamat Fitriyadi, Rosmaiyadi Rosmaiyadi, Fitri Fitri, and Susan Neni Triani. "ACADEMIC STRESS AND COPING STRATEGY IN RELATION TO ACADEMIC ACHIEVEMENT." Jurnal Cakrawala Pendidikan 40, no. 2 (June 16, 2021): 292–304. http://dx.doi.org/10.21831/cp.v40i2.37155.

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Stress on students is more common and varied. Therefore, a good coping strategy is needed in order to control stress and increase academic achievement. The purposes of this study are: 1) to describe the level of academic stress and coping strategy; 2) to investigate the effect of the differences of gender, age, marital status, years of study and degrees on academic stress and coping; and 3) to analyze the relationship between academic stress, coping and academic achievement. This research used a quantitative method with a survey approach. The population was 340 Indonesian students in Wuhan, China. The samples of 184 students (73 male and 111 female) were taken with a simple random sampling technique. The instruments used in collecting data are the Scale for Assessment Academic Stress and the Stress Coping Style Inventory. The results showed that academic stress was at a moderate level dominated by cognitive stress indicators. Coping was at a moderate level dominated by active emotional coping. Different demographic factors have a significant effect on academic stress and coping. Intercorrelation shows the relationship between several indicators of academic stress and coping but no significant relationship with academic achievement.

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Calaguas, Glenn M. "The Link between Academic Achievement and Academic Expectations Stress." Journal of Education and Vocational Research 1, no. 3 (June 15, 2011): 106–11. http://dx.doi.org/10.22610/jevr.v1i3.16.

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Academic achievements as reflected in the General Weighted Averages (GWAs) of 412 high school students from a state college in the Philippines were correlated with their scores in the Academic Expectations Stress Inventory (AESI). This was done to see if link exists between GWAs and AESI scores. GWA is the average of grades in all subjects taken, whether passed or failed and serves as an indicator of studentsâ€™ academic achievement in a given school year. It is reflected in the report cards of high school students. On the other hand, AESI is a nine-item inventory with two domains: expectations of teachers/parents and expectations of self. Statistical analyses showed that there are positive significant relationships between GWAs and scores in the AESI and are significant at the 0.01 and 0.05 levels.

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Lee, Ju Rhee, and Ki Hong Kim. "Relationship between parental academic involvement, academic stress, and children's academic self concept." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 1 (January 31, 2017): 717–30. http://dx.doi.org/10.14257/ajmahs.2017.01.07.

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Ahn, Doehee, Gwihwa Park, Kwang Jin Baek, and Sang-In Chung. "Academic Motivation, Academic Stress, and Perceptions of Academic Performance in Medical Students." Korean Journal of Medical Education 19, no. 1 (March 31, 2007): 59–71. http://dx.doi.org/10.3946/kjme.2007.19.1.59.

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李, 晚晨. "Relationship among Academic Stress, Academic Self-Efficacy and Academic Burnout of Postgraduates." Advances in Social Sciences 09, no. 03 (2020): 325–30. http://dx.doi.org/10.12677/ass.2020.93050.

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Sahu, Lalita, and Meeta Jha. "Academic Stress in relation to Personality, Locale and Gender." Journal of Ravishankar University (PART-A) 26, no. 1 (February 12, 2021): 25–34. http://dx.doi.org/10.52228/jrua.2020-26-1-4.

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School education is very important part in an individual’s life and is also a turning point in their academic life. Stress is a common factor among school students. Academic stress involves mental distress regarding anticipated academic challenges or failure or even the fear of the possibility of academic failure. A student’s life is subjected to different kinds of stressors such as the pressure of academics with a requirement of success, uncertain future and difficulties predict for integration into the system. In the present scenario academic stress is major factor that influence the students’ performance as well as their personality. The study investigated academic stress in relation to personality, locale and gender among higher secondary school students. A total of four hundred male and female students participated in this study from Baster district of Chhattisgarh. The sample was selected by using stratified random sampling technique. To assess the personality of the subjects, Eysenck’s Maudsley Personality Inventory (MPI) and Academic Stress Scale for Students was used. Obtained data were analyzed using descriptive statistics, t-test, and regression analysis. The results show significant difference between academic stress and gender, academic stress and locale, personality and locale of students. No gender difference was found between the personality of male and female students. Results also indicated that boys experienced more academic stress as compared to girls. Similarly, non-tribal students experienced higher level of academic stress as compared to tribal students. The result of regression analysis showed that personality emerged out as a significant predictor of students’ academic stress explaining about 30.5% variation.

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Bi, Naheed. "An overview on academic stress." Asian Journal of Research in Social Sciences and Humanities 11, no. 10 (2021): 419–24. http://dx.doi.org/10.5958/2249-7315.2021.00126.x.

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Kenner, Carole A., and Jana L. Pressler. "Stress Within the Academic Workplace." Nurse Educator 39, no. 3 (2014): 105–6. http://dx.doi.org/10.1097/nne.0000000000000028.

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Lin, Shu-Hui, and Yun-Chen Huang. "Life stress and academic burnout." Active Learning in Higher Education 15, no. 1 (December 27, 2013): 77–90. http://dx.doi.org/10.1177/1469787413514651.

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Ahaneku, Joseph E., Cosmas M. Nwosu, and Gladys I. Ahaneku. "Academic Stress and Cardiovascular Health." Academic Medicine 75, no. 6 (June 2000): 567–68. http://dx.doi.org/10.1097/00001888-200006000-00002.

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Reddy, Jayasankara K., Karishma Menon, and Anjana Thattil. "Understanding Academic Stress among Adolescents." Artha - Journal of Social Sciences 16, no. 1 (January 1, 2017): 39. http://dx.doi.org/10.12724/ajss.40.4.

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Any individual who progresses through life goes through various changes and transitions where ‘stress’ becomes invariably part of the journey. Adolescents are particularly vulnerable to the concept of academic stress as the transitions occur at an individual and social level. It, therefore, becomes imperative to understand the sources and impact of academic stress to derive adequate and efficient intervention strategies. This review aims to understand academic stress at a bio psychosocial level highlighting the impact and sources of academic stress. For the literature review, articles were collected from online databases such as EBSCO, ProQuest, Springer, PubMed, Jstor and Google Scholar. The literature search was done using keywords academic stress, academic anxiety, coping, physiological reactions of stress, academic performance, stress and mental health.The prevalence rate of stress varied from 15%-45% in studies conducted after 2000. The review examines stress and its physiological impact, cognitive and social influences, sources of stress detailing Indian findings.

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Backovic, D., J. I. Zivojinovic, M. Maksimovic, and V. Arsic Arsenijevic. "Academic stress among medical students." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S142. http://dx.doi.org/10.1016/j.neurenf.2012.04.124.

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Moscoso Zúñiga, Cristina Isabel, and Jorge Luis Barzallo Sánchez. "Estudio Transversal: Prevalencia del Estrés Académico en Estudiantes de Medicina, Asociado al Rendimiento Académico, Universidad de Cuenca, Cuenca – Ecuador, 2015." Revista Médica del Hospital José Carrasco Arteaga 10, no. 2 (July 31, 2018): 88–92. http://dx.doi.org/10.14410/2018.10.2.ao.13.

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BACKGROUND: Academic stress is the answer at the demands of the academic institution. Itis believed that the level of stress affects directly in the academic performance in positive ornegative ways. The objective of the study was to determine the prevalence of academic stressand the association on the academic performance of medical students. METHODS: It is a cross-sectional study. The universe was performed of 1 060 students, from the first to the tenth cycle in 2015, the sample was taken of 285 students; randomized and It was applied the SISCO Inventory of Academic (modified). The academic performance was determined by the average of the last year studied. Microsoft Excel V15.0 and SPSS Statistics V 15.0 server were used to analyze the data. The statistical association was obtained with Chi2 tests between the level of academic stress and the average. RESULTS: The 91.58 % of the students reported a certain degree of academic stress; 46.7 % moderate intensity and 36.48 % perceived a high intensity level. The prevalence of academic stress in women (95.45 %) was higher than the man (85 %). It was shown that academic stress is not significantly associated with academic performance. CONCLUSIONS: The prevalence of academic stress in students is high and It is not significantly associated with academic performance, affecting mainly the women. It would be important to conduct a study on how students deal with academic stress.

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Shehadeh, Jumana, Ayman M. Hamdan-Mansour, Suhaila N. Halasa, Manar H. Bani Hani, Manar M. Nabolsi, Imad Thultheen, and Omayyah S. Nassar. "Academic Stress and Self-Efficacy as Predictors of Academic Satisfaction among Nursing Students." Open Nursing Journal 14, no. 1 (June 18, 2020): 92–99. http://dx.doi.org/10.2174/1874434602014010092.

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Background: number of factors contribute to psychological disturbances among university students. Most important, such psychological factors may influence their academic satisfaction that associates with their performance. Purpose: To examine prediction power of academic stress and academic self-efficacy on academic satisfaction among nursing students. Methods: A convenience sample of 117 nursing students recruited from two nursing programs in Jordan; one private and one governmental. Self-report format was used to collect data from students regarding academic stress, academic self-efficacy, and academic satisfaction. Results: Nursing students had moderate level of academic self-efficacy, high level of academic stress, and low to moderate level of satisfaction about curriculum and faculty performance. Positive relationship found between students Grade Point Average and academic stress and self-efficacy, while there was negative relationship with academic satisfaction (p < .05). None of the demographic variables had was a significant predictor of academic satisfaction (p > .05). regression showed that self-efficacy, interaction, explained 36% of academic satisfaction about faculties. Conclusion: Academic self-efficacy anxiety among nursing students found to contribute to their academic satisfaction. Therefore, academics and psychological counselors at academic institutions need to give more attention to the psychosocial interaction and enhance mentoring and counseling skills to their students.

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Kubátová, Jaroslava. "Does Academic Publishing Lead to Work-Related Stress or Happiness?" Publications 7, no. 4 (November 27, 2019): 66. http://dx.doi.org/10.3390/publications7040066.

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The topic of work-related stress and happiness has recently been of interest to science as well as in practice. Work-related stress has negative effects on workers, organizations, and the whole of society, whereas happiness has positive effects. It is therefore important to monitor the wellbeing of workers. This article deals with stress and happiness as related to academic publishing. To answer the research question of whether academic publishing leads to stress or happiness, a narrative analysis was conducted. Narratives from ten Czech academics were collected and analyzed with the use of a categorical-content approach. The categories used are the general causes of work-related stress and happiness as identified in the literature: work overload, ambiguity, conflict, the sense of meaningful work, job satisfaction, and affective organizational commitment. It was found that academic publishing leads to both work-related stress and happiness. However, stress is more prevalent. Not only do academics experience all the general causes of work-related stress, unfortunately they often lack the sources of happiness. Many specific causes of stress and happiness, as well as unhappiness, were discovered in the narratives. Several ways to improve the situation have been suggested. Refining policies in human resources is particularly important if universities wish to retain their academics.

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Sen, Anushmita. "Exploring the Relationship between Social Networking Addiction, Academic Stress and Academic Performance." International Journal for Research in Applied Science and Engineering Technology 11, no. 9 (September 30, 2023): 1769–76. http://dx.doi.org/10.22214/ijraset.2023.55913.

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Abstract: The contemporary digital landscape presents a complex interplay between social networking addiction, academic stress, and academic performance. As students navigate the challenges of academia while remaining constantly connected to the digital world, it is essential to examine the relationships between these factors. This study endeavors to explore the intricacies of this relationship, drawing upon existing research and shedding light on potential implications for students, educators, and policymakers alike. A deeper understanding of these dynamics equips us to navigate the digital age while preserving the pursuit of academic excellence. This study utilized a quantitative research design to collect data from two groups: males and females, using a self-administered questionnaire that will gather information on social network addiction, academic stress and academic performance. In this study, the examination of the intricate relationship among social networking addiction, academic stress, and academic performance has provided valuable insights into the complex interplay of these factors. However, the study has also brought to light several research gaps that require further investigation. In conclusion, this study has illuminated the elaborate dynamics among social networking addiction, academic stress, and academic performance. By addressing these complexities and leveraging the insights gained, researchers and educational institutions can strive to create a healthier and more supportive academic environment that empowers students to excel academically while maintaining a balanced relationship with the digital world.

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Delgermaa, B., and Myung-Seop Kim. "Differences in Academic Resilience, Academic Engagement and Academic Achievement according to Academic Coping Strategies Profiles of Mongolian Students in Korea." Association of Global Studies Education 15, no. 1 (March 30, 2023): 63–87. http://dx.doi.org/10.19037/agse.15.1.03.

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This study aims to examine the academic stress coping strategies profiles of Mongolian students in Korea and to explore the differences in academic resilience, academic engagement, and academic achievement according to academic stress coping strategies profiles. The study respondents were 211 students from the 5th grade of elementary school to the 3rd grade of high school at a Mongolian school in Korea. As a result of the study, five types of latent profiles were found to be suitable for the data. 'The lowest adaptive coping strategies+the and lowest maladaptive coping strategies group' (Group 1), 'The high adaptive coping strategies+low maladaptive coping strategies group' (Group 2), 'the low adaptive coping strategies+moderate maladaptive coping strategies group' (Group 3), 'adaptive coping strategies+high maladaptive coping strategies group' (Group 4), and 'medium adaptive coping strategies+high maladaptive coping strategies group' (Group 5). Examining the differences between profiles in academic resilience, academic engagement, and academic achievement, with the exception, academic resilience, academic engagement, and academic achievement of the 'high adaptation + low maladjustment academic stress coping strategies' group and 'high adaptation + high maladaptive academic stress coping strategies' group were higher than the other groups. Based on the research results, educational interventions to help Mongolian students in Korea were discussed.

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Qian, Lu, and Zhao Fuqiang. "ACADEMIC STRESS, ACADEMIC PROCRASTINATION AND ACADEMICPERFORMANCE: A MODERATED DUAL-MEDIATION MODEL." Journal on Innovation and Sustainability. RISUS ISSN 2179-3565 9, no. 2 (June 30, 2018): 38. http://dx.doi.org/10.24212/2179-3565.2018v9i2p38-46.

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In this study, we investigated the mediating effects of active procrastination and passive procrastination on the relationship between academic stress and academic performance. In addition, we proposed the moderating effect of academic self-efficacy on the relationship between academic stress and academic procrastination. According to the study, the influence of academic stress on academic performance is mediated by academic procrastination. When individuals perceive the academic stress, they will have better performance if they take active procrastinate while passive procrastination can produce poor performance. Moreover, when individuals have high self-efficacy, it will promote our active procrastination. That is to say, when the individual is aware of the academic stress, it is necessary to believe in their own ability and take active action, which will create good results.

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Travis, Justin, Alyssa Kaszycki, Michael Geden, and James Bunde. "Some stress is good stress: The challenge-hindrance framework, academic self-efficacy, and academic outcomes." Journal of Educational Psychology 112, no. 8 (November 2020): 1632–43. http://dx.doi.org/10.1037/edu0000478.

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Arwina, Ayu, Risydah Fadilah, and Abdul Murad. "Hubungan Regulasi Diri dan Stres Akademik dengan Prokrastinasi Akademik pada Mahasiswa Fakultas Psikologi Universitas Medan Area." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 4 (May 1, 2022): 1981–91. http://dx.doi.org/10.34007/jehss.v4i4.988.

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The purpose of this study is to examine the correlation between self regulatiom and academic stress with academic procrastination of College Students Faculty of Psychology batch 2015 and 206, Medan Area University. The approach used in this study is a quantitative approach. The samples technique in this study was an accidental sampling. In this study, the researcher used three scale measuring as the instrument type. The scale used to measure the academic procrastination, self regulation and academic stress scale. The data analysis techniques used in this study is a multiple regression analysis. Based on the analysis of data the results show that: (i). There is a negative significant relationship between self regulation with academic procrastination which was seen from R= -0496 and R2=0,246 where p < 0.05. (ii). There is a negative significant relationship between academic stress with academic procrastination which is seen from R= -0,452 and R2=0,204 where p < 0.050. (iii). There is a significant relationship between self regulation and academic stress with academic procrastination which is seen from coefficient value of R2=0,268. It means that there was a significant correlation self regulation and stress academi with academic procrastination college students Faculty of Psychology batch 2015 and 2016, Medan Area University.

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Quick, Erin. "Stress Coping Mechanism and the Effects of Academic Stress." Arsenal: The Undergraduate Research Journal of Augusta University 3, no. 2 (May 4, 2020): 35. http://dx.doi.org/10.21633/issn.2380.5064/s.2020.03.02.35.

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Rahardjo, Wahyu, Juneman Juneman, and Yeni Setiani. "Computer Anxiety, Academic Stress, and Academic Procrastination on College Students." Journal of Education and Learning (EduLearn) 7, no. 3 (January 11, 2013): 147. http://dx.doi.org/10.11591/edulearn.v7i3.179.

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Nguyen Thi Bich, Tuyen. "Academic stress among Dong Nai University students." Journal of Science Educational Science 67, no. 1 (January 2022): 150–59. http://dx.doi.org/10.18173/2354-1075.2022-0015.

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This study was conducted to investigate the level and expression of stress in learning activities, and its relationship with the stress level among students at Dong Nai University by a cross-sectional survey. The research tools used include the stress sub-scale in the Depression Anxiety and Stress Scale 21 (DASS-21), and the Education Stress Scale for Adolescents (ESSA). Survey results on 254 students showed that 64.2% of the students showed signs of stress ranging from mild (23.2%), moderate (18.9%), severe ( 16.5%), to very severe (5.5%). Students showed mild level of stress according to the DASS-21 scale, and moderate level of academic stress according to the ESSA scale. There was a strong correlation between students' academic stress and stress (r = .539, p < .01), in which, the sub-components "Pressure from study" and "Self-Expectation" had a positive effect on the stress level of students. These findings are the basis for providing solutions to help the school improve the appropriate study and exam programs for students, and at the same time, help students determine their learning expectations and goals in accordance with their ability to improve their academic performance and mental health in the future.

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Rahmanda, Aqyla Halwa Andhina, and Sulisworo Kusdiyati. "Hubungan Academic Self-Efficacy dan Academic Stress pada Mahsiswa S1 Tingkat Akhir Unisba." Bandung Conference Series: Psychology Science 3, no. 2 (August 3, 2023): 803–10. http://dx.doi.org/10.29313/bcsps.v3i2.7381.

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Abstract. Academic stress is one of the phenomena experienced by students who are working on their thesis. Academic Stress is a combination of several academic demands that exceed the strength or availability of someone's resources to get through it (Wilks, 2008). Academic Self-Efficacy is one of the factors that can affect Academic Stress (Oon, 2007). The purpose of this study is to see if there is a relationship between Academic Self - Efficacy and Academic Stress in final year undergraduate students of Unisba who are working on their thesis. This research approach is quantitative research and uses correlational methods. The research was conducted on 378 active final year undergraduate students of Unisba who were working on their thesis using quota sampling technique. The measuring instrument used is the Academic Self-Efficacy Scale compiled by Zajacova et al., (2005) which has been adapted into Indonesian by Arlinkasari & Zakiah (2017). The Academic Stress measuring instrument used in this study is the Student-Life Stress Inventory academic stress scale from Gadzella, B. M. (1994) which has been adapted into Indonesian by Praghlopati et al (2021). The results showed that there is a significant negative relationship between academic self-efficacy and academic stress (R Square = 0.02; Sig. 0.00). This means that the higher the academic self-efficacy of students, the lower they will tend to experience academic stress. Abstrak. Academic stress merupakan salah satu fenomena yang dialami mahasiswa yang sedang mengerjakan skripsi. Academic Stress merupakan suatu perpaduan dari beberapa tuntutan akademik yang melebihi kekuatan atau ketersediaan sumber daya seseorang untuk melewatinya (Wilks, 2008). Academic Self – Efficacy merupakan salah satu faktor yang dapat mempengaruhi Academic Stress (Oon, 2007). Tujuan penelitian ini untuk melihat apakah terdapat hubungan antara Academic Self – Efficacy dan Academic Stress pada mahasiswa S1 tingkat akhir Unisba yang sedang mengerjakan skripsi. Pendekatan penelitian ini adalah penelitian kuantitatif dan menggunakan metode korelasional. Penelitian dilakukan pada 378 mahasiswa aktif S1 tingkat akhir Unisba yang sedang mengerjakan skripsi dengan menggunakan teknik quota sampling. Alat ukur yang digunakan yaitu Academic Self-Efficacy Scale yang disusun oleh Zajacova et al., (2005) yang sudah diadaptasi ke dalam bahasa Indonesia oleh Arlinkasari & Zakiah (2017). Alat ukur Academic Stress yang digunakan dalam penelitian ini adalah skala stress akademik Student-Life Stress Inventory dari Gadzella, B. M. (1994) yang sudah diadaptasi ke dalam Bahasa Indonesia oleh Praghlopati et al (2021). Hasil penelitian menunjukkan bahwa terdapat hubungan yang negative signifikan antara academic self – efficacy dan academic stress (R Square = 0.02; Sig. 0,00). Artinya semakin tinggi academic self – efficacy mahasiswa maka mereka akan cenderung lebih rendah untuk mengalami academic stress.

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S., Nikitha, Tessy Treesa Jose, and Blessy Prabha Valsaraj. "Effectiveness of academic stress management programme on academic stress and academic performance among higher secondary students in selected schools of Udupi District." Journal of Health and Allied Sciences NU 05, no. 04 (December 2015): 009–12. http://dx.doi.org/10.1055/s-0040-1703926.

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Abstract Problem statement: “A study to assess the effectiveness of academic stress management programme on academic stress and academic performance among higher secondary students in a selected school of Udupi district, Karnataka, India” Objective : To evaluate the effectiveness of academic stress management programme on academic stress and academic performance. Materials and Methods: Study was conducted among 96 subjects. Data were collected using Demographic Proforma and Academic stress Rating Scale. Academic performance was assessed by verifying existing school records of formative evaluation test conducted in the month of January and February 2013. Academic stress management programme was provided one hour per day for three consecutive days. Result: Data were analysed using t test and Wilcoxon signed rank test. Result showed a significant difference in pretest post test stress level and academic performance. Conclusion: The findings of the study indicated that academic stress management programme was effective in reducing academic stress but not in improving academic performance.

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Sadiq, Ayesha, Muhammad Furqan Ashraf, Paris Zakaullah, and Ammara Asghar. "Measuring the Stressors in Undergraduate Medical Students: A Cross Sectional Study." Sustainable Business and Society in Emerging Economies 3, no. 3 (September 30, 2021): 367–73. http://dx.doi.org/10.26710/sbsee.v3i3.1995.

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Purpose: The purpose of this study is to identify and measure the possible potential stressors among undergraduate medical students and explore the correlation of stress with gender and level of academic year. Methodology: The cross-sectional study was conducted to identify and measure possible stressors of undergraduate medical students. Data was collected from 243 medical students of Independent Medical College through a questionnaire between august and September 2016. Frequencies and percentages of level of stress were determined through descriptive analysis. Reliability of the MSSQ questionnaire was also checked for possible demographic variations. Findings: Study proved that the foremost cause of stress experienced by the students was associated to academics that was represented by ARS factor, showing the utmost mean degree off 2. 0453.Females perceive more stress than males in all domains but no significant correlation found on statistical analysis. Level of academic related stress remains same in all levels of academic years whereas IRS, DRS, TLRS, GARS, SRS related stress levels shows progressive reduction from first year to final year. Implication: Academics related stress is the leading cause of stress in undergraduate medical students, followed by stress related to interpersonal and intrapersonal factors.

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Saleem, Tayyaba, Raheela Yasmin, Anbreen Aziz, Usman Mahboob, and Ahsan Sethi. "Perception of Academic Stressors Among Dental Undergraduate Students." Journal of the Pakistan Dental Association 30, no. 04 (December 19, 2021): 228–34. http://dx.doi.org/10.25301/jpda.304.228.

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OBJECTIVE: Present study was conducted to assess the perceived academic sources of stress among undergraduate dental students and determine its association with gender, year of study, pre-university education and accommodation. METHODOLOGY: This study was conducted in dental section, Islamabad Medical and Dental college, Islamabad from July to November 2016. BDS students were asked to rate their perceived stress on four point Likert scale of modified version of Dental Environment Stress (DES) questionnaire. Descriptive statistics were applied to find the mean scores and SD on all items. Using SPSS v.21, Kruskal Wallis test was used to compare stress levels among different undergraduate professional years and Mann-Whitney U test was applied to determine the association and stress sources and demographic variables. RESULTS: A total of 172/200 participants responded (86%) to the survey. Overall stress in undergraduate dental students was in moderate range. Majority of students (93%) reported that syllabus load was either stressful or very stressful (3.53±0.64), 85% students reported lack of relaxation time as stressful or very stressful (3.42±0.86) and fear of failing was reported as stressful or very stressful by 82.5% (3.34±0.87). When stress scores of all classes were compared third year reported more mean stress scores than other years (2.50±0.50). Females were more stressed compared to males with mean score of (2.37±0.39), students living at home were more stressed than hosteilites (2.38±0.38) and those with GCE A-levels had higher stress (2.40±0.38) compared to HSC background students. Academic performance was the most stressful of the five stress domains (3.07±0.74). CONCLUSION: Syllabus load followed by lack of time for relaxation and fear of failing were the most perceived sources of stress. Academic performance was the most stressful of the five stress domains and third year BDS was the most stressed class. KEY WORDS: Dental Education; Dental Students; Psychological Stress, Stressor, Undergraduate,.

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Ma, Ziye. "The Study on the Influence of Academic Pressure on Academic Performance." Journal of Education and Educational Research 3, no. 2 (May 31, 2023): 106–9. http://dx.doi.org/10.54097/jeer.v3i2.9045.

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The academic pressure of students is a hot issue concerned by the school, family and all walks of life. Academic pressure will have a lot of impact on students' psychology, physiology and so on, and then affect their academic performance. The study of the influence of academic pressure on academic achievement can help the society to correctly view the relationship between stress and achievement, provide the basis for reducing the burden and reducing pressure, and create a better learning environment. Based on the data of Chinese education tracking survey, this paper discusses the relationship between academic achievement and academic pressure, and analyzes the heterogeneity of different student groups. The study found that there is a "inverted U-shaped" relationship between academic performance and academic stress, appropriate academic stress can promote academic performance, when the stress exceeds a certain critical value, it has a negative impact on academic performance; at the same time, the compressive ability of boys is stronger than that of girls, and the Anti-stress ability of urban students is stronger than that of rural students.

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Aziz, Farah, and Mohammad Fareed Khan. "Association of Academic Stress, Acne Symptoms and Other Physical Symptoms in Medical Students of King Khalid University." International Journal of Environmental Research and Public Health 19, no. 14 (July 18, 2022): 8725. http://dx.doi.org/10.3390/ijerph19148725.

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Academic stress has varied effects on medical student life due to multiple factors, like study load, competition, frequent assessment, social pressure, etc. The authors of this paper conducted research to find the academic stress level and its sequel over acne and other physical symptoms on the medical students of King Khalid University (KKU), Saudi Arabia. A total of 168 participant responses were analyzed. Data collection was performed using a self-administered online questionnaire through the university website portal. The study tool was comprised of four sections: demographic characteristics, academic stress, acne symptoms, and other physical symptoms. Statistical analysis was performed using SPSS software. A high proportion of females (88.7%) participated in the study. Upon categorization of overall academic stress, it was found that a majority of the medical students were moderately stressed (58.34%). The response on the academic stress scale revealed that exams are the major cause of stress among students. The Mean ± SD of academic stress, acne symptoms, and physical symptoms differ significantly at <0.01 level of significance. Overall academic stress showed a significant positive association with acne (<0.01) and physical symptoms (<0.01). The strength of this study is the fact that its categorization of stress caused by academics has not been done elsewhere. In addition, the impact of acne and physical symptoms has not been found in recent literature. Keeping the outcome of the present study in mind, it is suggested to arrange timely counselling sessions in medical colleges which can alert medical students to remain conscious about the consequences of stress.

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Korkmaz, Celalettin, and Sevim Öztürk. "Faculty Members’ Perceptions of their Academic Titles and Job Stress." Yuksekogretim Dergisi 12, no. 2 (August 31, 2022): 333–48. http://dx.doi.org/10.2399/yod.21.815764.

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This study aims to determine the relationship between faculty members’ perceptions of their academic titles and job stress, and the variables affecting their perceptions. Designed as a survey, the quantitative method was used in the study. The research sample consisted of faculty members working at ten public universities. The data were collected via two scales named “Scale of Academic Title Perception” and “Scale of Academics’ Job Stress”. The obtained data were analyzed by frequency and percentage values, t-test, ANOVA, correlation and regression analysis. A significant difference was found in terms of faculty members’ titles and subject areas and perceptions of the faculty members were differentiated by components of the Scale of Academic Title Perception. Likewise, there was a significant difference between faculty members’ perceptions regarding their job stress levels and their academic titles, seniorities and genders. Moreover, there was a significant negative correlation between the academic title perceptions of the faculty members and their levels of job stress. The results indicate that the faculty members’ perceptions of academic titles and the components of the titles are a significant predictor of the level of job stress and there is a significant negative correlation between them. Some suggestions are made to take measures that will positively affect the academic title perceptions of faculty members and reduce their job stress.

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Journal articles on the topic 'Academic stress'

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