Abstract
Introduction: Stress may decrease cognitive capacities and learning in young adults , affecting academic performance. The primary aim of the research was to examine the correlation between academic stress and academic performance. Method: The samples (male 50, female 50, aged 17-23 years) were taken from different universities in India. Academic stress was measured by the (ASS) Academic stress scale and academic performance was measured by Birchmeier, C. et al., from Saginaw Valley State University (APS) Academic performance scale. The data was analysed using SPSS (version 16). Result: Research indicates a significant negative association (r = -0.60, p < 0.001) between academic stress and performance, with higher stress levels resulting in decreased performance. Multiple regression analysis shows that academic stress significantly impacts academic performance (β = -0.45, p < 0.001). Students with high stress performed less well academically compared to those with low or moderate stress (F (2, 97) = 12.34, p < 0.001). Female students reported much greater academic stress across every dimension than male students. For AST, females (M = 46.16) had significantly higher stress levels than men (M = 35.26); t (98) = 3.75, p =.001. Conclusion: The findings indicate that students are likely to achieve higher academic performance when they experience lower levels of academic stress.
Published Version
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