Impact Of Academic Stress Research Articles

부모의 성취압력, 중학생의 학업스트레스 및 학교적응의 관계

Objectives This study investigated whether peer attachment moderates the mediating effect of academic stress on the relationship between parental achievement pressure and school adjustment in middle school students. Methods Data from the 2021 Panel Study on Korean Children (PSKC) involving 1,348 first-year middle school students were utilized in this study. The SPSS PROCESS macro version 4.0 software was employed to analyze the mediating (Model 4), moderating (Model 1), and moderated mediating effect (Model 14). Results First, parental achievement pressure indirectly affected school adjustment through academic stress in middle school students. Second, the impact of academic stress on school adjustment was moderated by peer attachment. Finally, the indirect effect of parental achievement pressure on school adjustment through academic stress was moderated by peer attachment. Conclusions This study demonstrates how peer attachment moderates the impact of parental and psychological factors on school adjustment among middle school students. It emphasizes the significance of interaction between social-relational and psychological factors on school adjustment during adolescence.

Training load monitoring and wellness tracking of student athletes

The evolution of Strength and Conditioning (S&C) has been significant in enhancing athletic performance, especially with a more recent shift in considering holistic athlete wellness which encompasses physical, emotional, and psychological aspects. Understanding the multifaced nature of athlete wellness allows an insight into the holistic wellbeing of athletes. Despite this, student-athletes are an understudied population who face unique challenges due to academic pressures, financial challenges, and intense training schedules in contrast to the established professional athlete. This study aims to investigate the correlation between S&C training loads and various wellness metrics (sleep quality, muscle soreness, mood and educational stress) in student athletes. Understanding how student athlete wellness varies over the academic year allows S&C coaches to tailor training loads to better compliment wellness and improve psychological, physical wellbeing and ultimately athletic performance. With institutional ethics approval from University of Derby, a mixed methods approach was adopted using an online questionnaire which 50 student athletes filled out multiple times a day over the academic year. Sports included were men’s & women’s volleyball, badminton and men’s futsal. Data collected by the survey included sleep duration and quality, muscle soreness ratings, mood surveys, illness reports, training load measurements, stress and anxiety evaluations. This comprehensive data set enables a detailed analysis of trends over time. It is anticipated that the study will reveal significant relationships between training loads and various wellness indicators. Specific trends, such as the impact of academic stress on training effectiveness or the role of sleep quality in recovery and performance, are expected to emerge. These insights will provide valuable information for tailoring S&C programs to better support student athletes. Understanding the complex relationship of training loads and wellness in student athletes is crucial for optimising their performance and overall well-being. This study aims to contribute to a more intricate understanding of these relationships, informing the development of more effective, individualised training and wellness strategies. Ultimately, the research will provide an understanding for the importance of a holistic approach in athlete development, considering both physical and psychological aspects for optimal performance enhancement.

Impact of Academic Stress on Help-Seeking Attitudes Among Nursing Students of Kathmandu District

Background Depression, anxiety and stress are treatable conditions. However, a vast majority of people avoid seeking professional help. Interventions aiming to improve help-seeking attitudes among affected individuals, particularly within academic settings, often demonstrate limited efficacy. This study explores the relationship between academic stress and help-seeking attitudes among nursing students.MethodsA descriptive cross-sectional study was conducted among 300 nursing students in Kathmandu district using simple random sampling. Data were collected using the Depression Anxiety and Stress Scale (DASS21) and additional survey questions. Statistical analysis employed chi-square tests to explore relationships between variables.ResultsFindings indicated that 14% of respondents had mild depression, 30% moderate depression, and 8.7% severe depression. Similarly, levels of anxiety and stress were observed, with significant associations between depression and stress related to academics (p-value 0.002). Help-seeking preferences revealed that students were more inclined to seek support from friends or intimate partners.Conclusions This study highlights the prevalence of depression, anxiety, and stress among nursing students with notable associations to their academia. Importantly, the findings emphasize the need for tailored interventions to address mental health concerns and foster proactive help-seeking attitudes among students. Further research and targeted strategies are warranted to enhance the effectiveness of interventions in this context.

Bridging the Distance: Effective Communication and Honesty Among College Students in Romantic Long-Distance Relationships

This study aimed to explore how college students in long-distance romantic relationships maintain honesty and effective communication. Stress is a prevalent aspect for students in such relationships, and this research aimed to provide a deeper understanding of their experiences. Data from 7 participants were collected through structured interviews, analyzed using thematic analysis, revealing key themes of visits, communication, honesty, and conflicts. Visitation depended on mutual convenience, while communication in long-distance relationships had both advantages and disadvantages. Honesty emerged as a trust-building factor, enhancing communication. Future research could delve into the impact of academic stress on long-distance relationships and include a larger sample for a comprehensive study.

Impact of Academic Stress on Secondary School Student’s Performance: A Qualitative Exploration

The study investigates the influence of teaching methods, the school environment, and the home environment on academic stress. Future concerns related to career choices are also explored. Thematic analysis is applied to discern patterns from interviews, with a primary goal of understanding how academic stress impacts student performance. The paper discusses various contributors to academic stress, including teacher expectations and the school environment. Utilizing a qualitative research design, the study employs purposive sampling across ten public secondary schools in the Vehari district. Semi-structured interviews with students are conducted, targeting a sample of ten students from five schools. Data collection involves face-to-face interviews, recorded and transcribed for thematic analysis. The conclusion summarizes the pervasive nature of academic stress and highlights students' delicate balance. Coping mechanisms, especially a supportive home study environment, are emphasized. The study concludes with practical recommendations for teachers, emphasizing constructive feedback and the creation of an equitable and supportive classroom atmosphere.

The Impact of Academic Stress on Cyberloafing with Fatigue as a Mediating Variable: Study of Students in Bandung City-Indonesia During a Pandemic

<p style="text-align: justify;">The evolution of the COVID-19 pandemic has affected various aspects of human life, with numerous activities carried out through networks, including education. Lecturers need to change their teaching strategies to make students able to accept the material provided. On the other hand, students must manage their lives without being limited by space and time to avoid stress and cyberloafing, especially in the academic field. Cyberloafing is the act of accessing the internet during study hours for personal interests. Therefore, this research aims to determine the effect of academic stress on cyberloafing and whether fatigue is a mediating variable between both factors. Data were collected from 284 students studying in Bandung, West Java, Indonesia. The results showed that the academic stress felt by students has a positive and significant effect on cyberloafing behavior. Although fatigue positively affects both factors, it does not mediate the relationship between them. The managerial implications in this research are expected to be used as material for evaluating online learning methods for students, as well as to make them aware of the negative impact of cyberloafing behavior during lectures.</p>

PENGARUH STRES AKADEMIK TERHADAP PERILAKU MEROKOK PADA MAHASISWA

Academic stress is something that happens in the world of education, the impact of academic stress in the form of positive and negative impacts. Positive impacts such as self-development, negative impacts such as smoking. This study aims to determine the effect of academic stress on smoking behavior in students. The research method uses a quantitative approach. The population of all active students at the University of Muhammadiyah Gresik Batch 2018 are male, using a purposive sampling technique that collects 58 active, active students. The measuring instrument of this research is the Student Life Stress Inventory (SLSI) scale developed by Gadzella (1991) and the smoking behavior scale developed by Leventhal & Cleary (1980). Test the validity of the scale using content validity. Reliability test using Alpha Cronbach. The data analysis technique used simple regression analysis with a value of sig .000 <0.05, which means that there is an influence between academic stress and smoking behavior in students.

The Impact of Academic Stress and Spiritual Intelligence on Subjective Well-Being in Students During the Pandemic Period

The COVID-19 pandemic has led to a shift in the learning system from offline to online. Online learning in the long term can affect the subjective well-being of students. Several previous studies have linked students’ subjective well-being with academic stress or spiritual intelligence. Thus far, studies have not examined whether academic stress and spiritual intelligence can simultaneously contribute to students’ subjective well-being. This research intended to determine the contribution of academic stress and spiritual intelligence to students’ subjective well-being. 116 students in one municipality in East Java province completed three measuring instruments, specifically the subjective well-being scale, academic stress scale, and spiritual intelligence scale. Data were tested using multiple linear regression. The findings illustrated that academic stress partially affected subjective well-being (t = 8.567; p <0.05), spiritual intelligence partially affected subjective well-being (t = 3.677; p <0.05), and academic stress and spiritual intelligence in combination affected subjective well-being (F = 44.567; p < 0.05; R2 = 0.386). These results suggested that 38.6% of the variation in subjective well-being in students could be explained by academic stress and spiritual intelligence. Therefore, in order to maintain their subjective well-being during this long pandemic, students are advised to improve their capacity to deal with academic stress and develop their spiritual intelligence.
 Keywords: subjective well-being, academic stress, spiritual intelligence

The impact of academic stress on the academic performance of CBSE higher secondary students, with special reference to Ernakulam district.

The impact of academic stress on the academic performance of CBSE higher secondary students, with special reference to Ernakulam district.

STUDENT’S PERFORMANCE AND ACADEMIC STRESS: A STUDY OF HIGHER EDUCATION INSTITUTION OF PAKISTAN

Based on empirical evidence and recent literature review, Stress has become an integral part of students’ academic life due to the various internal and external expectations placed upon their shoulders. It is therefore, becomes imperative to understand the sources and impact of academic stress in order to derive adequate and efficient intervention strategies. The five dimensions of sources such as Anxiety/stress, Student’s Academic stress, Financial Constraints, Cultural dynamics, Students Performance were analyzed. This research finding is based on the responses obtained from 215 undergraduate students enrolled at a higher learning institution in Pakistan. This paper investigated the stressors, symptoms and effects that are likely to be experienced by undergraduate students in higher Studies. The data was collected through self-administered questionnaires that were randomly floated on social media during the time of COVID-19. Data obtained was analyzed using SPSS.

Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy.

The steady growth in the number of college students with learning disabilities (LD) increases the need to investigate their unique characteristics and behaviors in academia. The present study examined the differences in academic and online procrastination, academic stress, and academic self-efficacy between college students with and without LD. In addition, the relationship between these variables was examined. It was assumed that the difficulties experienced by college students with LD would lead them to increased levels of academic stress, and academic and online procrastination. The results showed significant differences in the levels of all variables except online procrastination between students with (n = 77) and without (n = 98) LD. Further analysis indicated that academic stress and academic self-efficacy mediated the link between LD and academic and online procrastination. These findings support the notion that during higher education, students with LD experience more difficulties than students without LD, which at times will lead them to increased levels of procrastination. However, further studies are needed to understand the nature of online procrastination in students with LD in higher education.

Unhealthy eating and academic stress: The moderating effect of eating style and BMI.

This study aimed to evaluate the relationship between stress and unhealthy eating among undergraduate students, considering the moderation effects of BMI, eating style, and nationality. A total of 748 Italian and French students completed self-report measures of academic stress, emotional eating, restrained eating, BMI, and unhealthy eating intake. Results showed that academic stress increased unhealthy food consumption in Italian students, whereas it reduced junk food consumption in French students. Negative emotional eating and BMI moderated, respectively, the impact of academic stress on sweet food intake and snacking. Finally, no clear support was found for the moderation role of restrained eating.

A mediating effect of ego-resilience in the impact of academic stress on school dropout intention in teenagers

A mediating effect of ego-resilience in the impact of academic stress on school dropout intention in teenagers

In the Impact of Academic Stress on Smartphone Addiction among Teenagers - Focusing on Dual Mediating Effects of Depression and Aggression -

본 연구는 청소년의 학업스트레스가 스마트폰중독에 미치는 영향에 있어 우울과 공격성의 이중매개 효과를 검증하고자 하였다. 이를 위해 대구광역시에 소재한 고등학교에 재학 중인 청소년을 대상으로 270명을 조사하여 스마트폰 중독 성향이 높다고 판단되는 250명을 분석대상으로 선정하였다. 수집된 자료는 SPSS/PC(21.0), AMOS(21.0)의 통계 프로그램을 활용하여 분석하였으며, 연구결과는 다음과 같다. 첫째, 청소년의 학업스트레스와 스마트폰중독 그리고 우울과 공격성간에는 통계적으로 유의미한 정(+)의 상관성을 갖기는 것으로 나타났다. 둘째, 청소년의 학업스트레스가 스마트폰중 독에 미치는 영향에서 우울과 공격성이 이중매개효과를 가지는 것으로 나타났다. 본 연구를 바탕으로 청소년들의 스마트폰중독을 예방하기 위한 프로그램 개발의 필요성을 제시하였다.This study aimed to verify the dual mediating effects of depression and aggression in the impact of academic stress on smartphone addiction among teenagers in Korea. Among 270 teenagers attending high schools located in Daegu Metropolitan City, 250 were found to be highly addictive to smartphone and selected for our final analysis. The findings of the analyses done by SPSS/PC (21.0) and AMOS (21.0) were as follows. First, there was a statistically significant positive correlation between academic stress and smartphone addiction and between depression and aggression among teenagers. Second, depression and aggression had dual mediating effects in the impact of academic stress on smartphone addiction among teenagers. Based on such findings, this study presented the need to develop a program to prevent teenagers from being addicted to smartphone.

Impact of Academic Stress on Depression Among Nursing Students: Testing for the Moderating Effect of Social Support

Impact of Academic Stress on Depression Among Nursing Students: Testing for the Moderating Effect of Social Support

Perceived impact of academic stress on academic performance among undergraduate nursing students of university of Jos

Introduction: This research study was carried out to assess the perceived impact of stress on academic performance among undergraduate nursing students of the University of Jos. Research Design: The research design was a correlational descriptive study. Sampling was not needed since the entire population of 208 were used as participants for the study. An instrument for data collection was structured questionnaire. Data collected were analyzed using descriptive statistics, i.e., frequency, mean and percentage, and data presented in tables. Results: Results revealed that the common stressors found among undergraduate students and their (stressors') degree of influence on academic performance are finance; M = 3.5, exam; M = 3.5 among others had a strong influence, course load; M = 2.7 continuous assessment; 2.8 mean among others had a mild influence while overcrowded classroom and others fairly influence nursing students academic performance. The academic performance of undergraduate nursing students was satisfactory with 189 (81.7%) of the students having a cumulative grade point average between second class upper and second class lower. Nursing students perceived stress to have a negative impact on their academic performance. Being optimistic, having a relaxed state of mind were among other methods used by nursing students to cope with stress. Conclusion and Recommendation: The researcher concluded that stress is perceived by undergraduate nursing students of the University of Jos, to have a negative impact on their academic performance and recommended that the university/department introduce stress coping skills in the planning of undergraduate curriculum among others. Nursing students recommended that lecturers should be more friendly; financial burden be reduced on students, among others, as ways to help them cope with stress.

The impact of academic stress on medical students attending college in the Inner Mongolia Area of China

The aim of this study was to examine whether student characteristics affect the risk of health conditions, and explore whether the degree of academic stress affects the level of distress. We surveyed medical students in the Inner Mongolia Medical College China using a questionnaire. A logistic regression analysis was used to ascertain factors associated with distress. The Wilcoxon Mann-Whitney test was used to determine the relationship between distress and different academic stress levels. Of the 6044 students completing questionnaires, 47.5% self-reported distressing body symptoms induced by academic stress. Chi square tests showed statistically significant associations between distress and gender, academic stress, and residence; feeling academic stress caused a more than 1.5 times risk of distress. Gender and academic stress were significantly associated with distress in non-conditional binary logistic regression models. Compared with male students, female students was more likely to feel distress. The Wilcoxon Mann-Whitney test also showed that the distress rate increased with academic stress and a dose-response relationship between the distress rate and stress level was found. The present study indicates that it is important to reduce academic stress and manage it in order that better outcomes be achieved in regard to distress, especially in females.