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The Relationship Between Stress Toward Academic Performance And The Well-Being Of University Students

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Added on 2024/07/04

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This research investigates the relationship between stress and academic performance and well-being among university students in Malaysia. It explores the impact of various stressors, including family dynamics, perception of educational goals, environmental pressures, and interpersonal relationships. The study utilizes a quantitative approach through surveys and questionnaires to gather data from a sample of university students. The findings highlight the significant role of family dynamics in influencing stress levels and their subsequent effects on academic achievement and overall well-being. The research provides valuable insights for educators, policymakers, and students to develop strategies for mitigating stress and promoting a supportive learning environment.

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RESEARCH METHODOLOGY
MDB3023
ACADEMIC SESSION 2023/2024
(A231)
SEMESTER VI
CLASS:
KMA1
RESEARCH TITLE:
THE RELATIONSHIP BETWEEN STRESS TOWARD ACADEMIC PERFORMANCE
AND THE WELL-BEING OF UNIVERSITY STUDENTS
PREPARED FOR:
PROF DR MOHAMAD YAZIS ALI BASAH
GROUP MEMBERS
No. NAME MATRICS PHONE NUMBER
1. MUHAMMAD AFNAN BIN AZIZAN 1212593 01160643502
2. FATHUL AIMAN BIN SHAHBUDDIN 1212614 01157706326
3. MUQRI MUADZAM BIN HUSIN 1212590 01128741714

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TABLE OF CONTENT
CHAPTER 1 .......................................................................................................................................... 5
1.0 INTRODUCTION ............................................................................................................................ 5
1.1 BACKGROUND OF STUDIES ................................................................................................... 5
1.2 PROBLEM STATEMENT ........................................................................................................... 6
1.2.1 FAMILY ................................................................................................................................ 6
1.2.2 PERCEPTION ....................................................................................................................... 7
1.2.3 ENVIRONMENT .................................................................................................................. 8
1.2.4 RELATIONSHIP ................................................................................................................... 9
1.3 RESEARCH QUESTIONS......................................................................................................... 10
1.4 RESEARCH OBJECTIVES ....................................................................................................... 10
1.5 SIGNIFICANCE OF RESEARCH ............................................................................................. 10
1.6 SCOPE OF STUDY .................................................................................................................... 11
1.7 CHAPTER SUMMARY ............................................................................................................. 12
CHAPTER 2 ........................................................................................................................................ 13
2.0 LITERATURE REVIEW ............................................................................................................... 13
2.1 INTRODUCTION ...................................................................................................................... 13
2.2 THEORIES OF STRESS ............................................................................................................ 13
2.2 SOURCES OF STRESS ............................................................................................................. 14
2.2.1 FAMILY .............................................................................................................................. 14
2.2.2 PERCEPTION ..................................................................................................................... 15
2.2.3 ENVIRONMENT ................................................................................................................ 15
2.2.4 PEERS' RELATIONSHIP ................................................................................................... 16
2.3 STUDENT ACADEMIC PERFORMANCE.............................................................................. 16
2.4 WELL-BEING ............................................................................................................................ 18
2.4.1 SOCIAL WELL-BEING...................................................................................................... 18
2.4.2 PHYSICAL WELL-BEING ................................................................................................ 19

2.4.3 EMOTIONAL WELL-BEING ............................................................................................ 20
2.5 TRANSACTIONAL MODEL OF STRESS THEORY ............................................................. 20
2.6 THEORITICAL FRAMEWORK ............................................................................................... 22
2.7 CHAPTER SUMMARY ............................................................................................................. 23
CHAPTER 3 ........................................................................................................................................ 24
3.0 METHODOLOGY ......................................................................................................................... 24
3.1 INTRODUCTION ...................................................................................................................... 24
3.2 RESEARCH PARADIGM ......................................................................................................... 24
3.3 RESEARCH DESIGN ................................................................................................................ 25
3.4 RESEARCH INSTRUMENTS ................................................................................................... 26
3.5 RELIABILITY OF INSTRUMENT ........................................................................................... 27
3.6 PILOT TEST ............................................................................................................................... 28
3.7 POPULATION AND SAMPLING ............................................................................................ 28
3.8 DATA ANALYSIS ..................................................................................................................... 29
3.9 DATA COLLECTION ............................................................................................................... 29
3.10 MODEL SPECIFICATION FOR MULTIPLE REGRESSION ANALYSIS .......................... 30
3.11 CHAPTER SUMMARY ........................................................................................................... 31
CHAPTER 4 ........................................................................................................................................ 32
4.0 RESULTS AND FINDINGS .......................................................................................................... 32
4.1 INTRODUCTION ...................................................................................................................... 32
4.2 DESCRIPTIVE ANALYSIS ...................................................................................................... 33
4.2.1 DESCRIPTIVE STATISTIC ............................................................................................... 33
4.2.2 DEMOGRAPHIC ANALYSIS............................................................................................ 35
4.2.3 INDEPENDENT VARIABLE ANALYSIS ........................................................................ 36
4.3 RELIABILITY ANALYSIS ....................................................................................................... 39
4.4 SIMPLE REGRESSION ANALYSIS ........................................................................................ 39
4.5 CHAPTER SUMMARY ............................................................................................................. 43
CHAPTER 5 ........................................................................................................................................ 43

5.0 CONCLUSION, DISCUSSION AND RECOMMENDATION .................................................... 43
5.1 INTRODUCTION ...................................................................................................................... 43
5.2 CONCLUSSION AND DISCUSSION ...................................................................................... 44
5.3 RECOMMENDATION .............................................................................................................. 46
REFERENCES ..................................................................................................................................... 49
APPENDIX ........................................................................................................................................... 52

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CHAPTER 1
1.0 INTRODUCTION
1.1 BACKGROUND OF STUDIES
In the contemporary competitive environment, every student is bound to encounter the
impact of stress at certain junctures in their academic journey. While stress levels may vary
among students, with some individuals experiencing heightened stress compared to others, and
others adept at managing stress more effectively, it remains an ubiquitous aspect of life.
Consequently, stress becomes an inescapable phenomenon that permeates various facets of
human existence. It represents the body's generic response to challenges imposed upon it or
unsettling occurrences in the surrounding environment.
Psychological well-being encompasses the quality of one's life, marked by the combination
of experiencing positive emotions and effectively navigating life's challenges. Sustainable
well-being does not necessitate a constant state of happiness; facing and managing distressing
emotions, such as disappointment, setbacks, and sorrow, is a natural aspect of human existence
and a fundamental element for long-term well-being. Nevertheless, when negative emotions
become excessively intense or persist for an extended duration, hindering an individual's daily
functioning, they can compromise psychological well-being (Huppert, 2009).
Stress now accounts for most mental well-being contributions among students. Stress can
manifest in various forms within a person's everyday experiences. It is also regarded as the
body's response, both in terms of the nervous system and physical reactions, to adapt to a novel
situation (Franken, 1994). As circumstances evolve, we adapt to align with the altered
conditions. For a student, stress can be triggered by academic or athletic setbacks, financial
challenges, health concerns, or the loss of a family member or a close friend. These challenging
life events are commonly known as stress-inducing factors. A sudden shift in life or mounting
pressure can influence an individual's way of life, as well as their physical and psychological
well-being. How a person copes with the pressure plays a crucial role in determining the impact
of a stressor on them. If the person approaches the situation with a constructive perspective,
acknowledging it as a typical facet of life's trials and discovering strategies to manage it, the
stress is likely to diminish once successfully addressed. Conversely, if handled differently, the
consequence may lead to prolonged emotional suffering.

Stress is considered a common facet of the student experience and can impact how
students adapt to the demands of their academic responsibilities. This is because academic
commitments frequently coincide with challenging tasks and situations (Agolla & Ongori,
2009). Throughout each semester, students have conveyed encountering notable academic
pressure, primarily stemming from the need to prepare for and complete exams, vie for class
standings, and commit extensive course material to memory within a brief time.
1.2 PROBLEM STATEMENT
1.2.1 FAMILY
Family relationships have a severe and long-lasting influence on university students'
stress levels, with profound implications for their academic performance and overall well-
being. The complicated network of relationships, exchanges, and expectations within families
can have an enormous effect on the stress that students face during their university years. As
students strive to manage academic rigors and adjust to the obstacles of university life, the
dynamics within their families can play a significant role in the stress they suffer. Conflict,
communication failures, and the imposition of excessive demands may worsen the already
challenging academic atmosphere and increase students' stress levels.
Communication problems within families can worsen college students' stress. When
there are misunderstandings or a lack of open discussion, students find it difficult to
communicate their issues or seek advice, leading to feelings of feeling alone being
misunderstood, and lack of support. This breakdown in communication adds to increased stress
levels. Students' stress levels may also be increased by internal conflicts they encounter when
attempting to strike a balance between their own goals and ambitions and the standards and
values set by their families. To reduce stress and promote a supportive atmosphere, college
students must overcome communication hurdles within their families.
Excessive pressure placed on students within the context of family relationships is a
genuine issue that can affect their well-being. Although families want their children to succeed,
the weight of these expectations can be damaging. Fear of disappointing their family or the
ongoing desire to fulfil these ambitious standards frequently lead to feelings of inadequacy and
self-doubt, which eventually raises stress levels. As a result, students may become obsessed
with perfection, negatively compromising their mental health and overall well-being. It is

critical to address this issue and encourage a better attitude that fosters personal growth and
happiness among pupils.
1.2.2 PERCEPTION
The perception of educational goals as a challenge causes stress, and stress in
turn fosters competence and improved learning capacity. But when people view
education as a danger, it causes stress that makes them feel helpless and forebodingly
lost, which lowers their academic performance. Students with low psychological well-
being may experience distress, frustration in life, and low confidence, implying that
they will be under additional stress. This circumstance may interfere with their
academic performance.
Stress is acknowledged as a feature of student life and has the potential to affect
how they deal with the demands of academic life. This is the case since academic work
is consistently completed through demanding activities. (Agolla & Ongori, 2009).
Students reported experiencing significant academic stress at predictable times during
each semester because of preparing for and taking tests, competing for class rankings,
and mastering a large amount of curriculum in a short length of time. Undergraduate
students declared that stress was the most common health factor affecting their
academic performance, as stress has a negative impact on both physical and mental
health.
Academic stress has a negative impact on student performance. Because of the
semester structure, the outcome was significant., student have limited a division of time
because they the gap between the class they take was compact and students does not
have enough time to settle their assignment and their assessment in addition to cover
their study for many subjects. It will cause stress due lack of time management. The
student will lead depress toward their studies, get anxiety and mental health. The more
the stress, the lesser the academic achievement of students (Dzulkifli, 2010). Students
who can successfully manage their time and stress perform quite better than those who
are unable to do so.
Some researchers have discovered that students' stress levels could differ
depending on their degree of study. The extent to which the level of the study
determines the relationship between stress and academic achievement has received little

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consideration. For example, most courses in universities 7 semesters to 8 semesters and
the study take 4 years to cover their bachelor’s degree. This is because during the first
year of study, students might face several problems connected with adapting to a new
social and learning atmosphere. As students near the end of their programmes, a variety
of stressors may emerge, interfering with their learning process including anxiety about
the future.
1.2.3 ENVIRONMENT
Stress affects every aspect of life. It can be considered a significant cause of disease. It
can cause a person's entire system to break down and is harmful to their physical and mental
health. Malachpines and Keinan (2007) defined stress as the difference between an individual's
ability to meet demands and the demands placed upon them by their environment. Besides
working adults, students have also gone through stress and frustration phases as human beings.
The pursuit of higher education has long been recognized as a transformative journey, a
steppingstone to personal growth, career opportunities, and social mobility.
Agolla and Ongori (2009) discovered that most students in higher education institutions
are under stress from their everyday academic obligations. It was noted that for most students,
university life represents a significant transformation because it gives them the freedom to
make their own decisions free from the undue influence of their parents. They must strive to
meet their parents' expectations, which include academic achievement demands
Students at universities are under enormous pressure from modern society, which is
characterized by rising standards for academic achievement, participation in extracurricular
activities, personal growth, and future employment possibilities. The creation of numerous
stresses, such as academic burdens, deadlines, financial restrictions, social demands, and a
persistent sense of uncertainty about the future, is an unavoidable result of these expectations.
When not properly managed, these stresses can impede a student's academic development
while also degrading their well-being.
Unquestionably, one of the most important aspects of a university student's educational
experience is their academic success. It shapes not just their possibilities for employment in
the future, but also their sense of self-worth, self-efficacy, and general mental well-being. There
is a well-established correlation between stress and academic performance, since research has
shown that high levels of stress negatively impact memory, learning, and cognitive function.

However, little is known about the complexities of this relationship, thus it is critical to find
out how much stress affects various areas of university students' academic performance.
1.2.4 RELATIONSHIP
Sociologists, psychologists, and educators have paid close attention to the effects of
stress and the importance of social support networks, especially friendships, on academic well-
being. Comprehending the complex interrelationships among stress, friendships, and academic
performance is critical because it may provide insightful information about enhancing the
educational opportunities and general well-being of people in this age range.
A university student's circle of friends and classmates is an important part of their social
life. In addition to giving people community and emotional support, friends may also help them
deal with college life difficulties. But friendships may sometimes be stressful, especially if
there are disagreements or when social commitments collide with scholastic ones. Besides,
scholastic achievement can be stressful in addition to serving as a gauge of success. The fear
of failing and the pressure to perform academically well are two major factors that add to
university students’ stress levels. Ineffective management of academic stress can result in
burnout, a decline in well-being, and academic disengagement.
Apart from normal friend relationships, love relationships also should be highlighted in
this generation. Nowadays, couples and love relationships between students in universities are
normalized which causes many effects. This kind of relationship is a double-edged sword.
Some couples of students successfully managed both relationships between the partner and
stress of study. However, most of the cases indicate that students get more stress and eventually
reduce their capabilities to score in education as well as being a better well-being.
Universities and colleges act as miniature versions of society, providing students with
the chance to interact with a diverse range of people from different backgrounds and build new
friendships. These connections may provide companionship, emotional support, and
encouragement, all of which are beneficial to a student’s mental health and general well-being.
Peer interactions, however, are complex and can lead to pressures that negatively impact both
academic achievement and well-being in a university setting.

1.3 RESEARCH QUESTIONS
This research looks into how stress affects university students. We want to know how
students' stress impacts not only their academic achievement but also their general well-being.
The goal is to get important insights into how excessive stress levels can affect children's
thoughts and emotions, potentially making it more difficult for them to do well in school and
maintain mental equilibrium. The findings of this study could aid institutions, support
organisations, and legislators in developing successful measures to assist students in both
academic performance and general health.
I. What is the stress level of every student in university?
II. How does the level of stress among university students correlate with
their academic performance and well-being?
III. What is the stress factors that has the most negative effect on students’
academic performance and well-being?
1.4 RESEARCH OBJECTIVES
The main objective of this study is to investigate stress levels and their effects on academic
achievement and overall well-being among university students. To clarify, this research aims
to...;
I. To determine the stress level of every student in university.
II. Examine the correlation between stress levels and academic performance and well-
being among university students.
III. To identify the stress factors that has the most negative effect on students’ academic
performance and well-being.
1.5 SIGNIFICANCE OF RESEARCH
The study of the relationship between stress and university students is highly important
for a variety of reasons. It primarily sheds light on how stress might affect students’ academic
performance. Stress can impair focus, memory retention, and motivation, all of which are
critical for academic achievement. By diving into this relationship, we may look for ways to
improve student’s learning experiences and thereby optimize their education.

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Second, this research is highly significant for the general well-being of students. The deep
impact of stress on mental health cannot be underestimated, since it usually leads to feeling
anxious and depressed. Furthermore, stress has a negative impact on physical health by
increasing the probability of heart disease and immune system issues. We may pave the way
for practical measures to strengthen students’ support systems and build a healthier, loving
academic environment by diving into the complicated link between stress and well-being.
Finally, the research extends its reach beyond the confines of academia. The impact of
students’ stress transcends their graduation day, stretching far into their future careers and
overall well-being. Recognizing the enduring effects of stress during the university years holds
great significance, not only for individuals, but for society at large. This research empowers us
to cultivate an enhanced and empathetic educational landscape, fostering both the triumph and
vitality of individuals and the collective.
1.6 SCOPE OF STUDY
This study includes all university students in Malaysia, aged approximately between 18
and 32 years. The research encompasses a diverse demographic within this age range, offering
a comprehensive understanding of the relationship between stress, academic performance, and
well-being among the student population. This research aims to investigate the correlation
between stress towards academic performance and the well-being of university students. The
sole purpose of the research is to achieve all the objectives listed before which are focused on
the relationship between stress, academic performance, and the building of the well-being of
university students. Besides, the research will apply the quantitative approach through surveys
and questionnaires to gain information and data from a sample of university students.
Additionally, past research papers and related journals also will be used to acquire clearer
insights into the experiences of stress among university students. This scope of study also
includes the survey fragment between universities students in Malaysia how they manage their
stress. This research raises awareness among university students about the diverse levels of
stress they encounter during their studies. It explores their mental preparedness to handle
varying stress levels, shedding light on the potential impact on their behaviours and overall
health. By recognizing the extent of stress influence, this study aims to empower students with
insights to proactively manage stress for enhanced well-being and academic success.

1.7 CHAPTER SUMMARY
This comprehensive study delves into the intricate relationship between stress levels,
academic achievement, and overall well-being among university students. The exploration
encompasses the broader context of psychological well-being, recognizing the inevitability of
facing distressing emotions in the pursuit of sustainable well-being. Stress, a prevalent factor
in the student experience, manifests in various forms and is influenced by factors such as family
dynamics, perception of educational goals, environmental pressures, and interpersonal
relationships. The research aims to address the following questions: What is the stress level of
every student in university? What stressors have the most significant negative impact on
students' mental health and well-being? The objectives include determining individual stress
levels and identifying the most influential stressors. The significance of the research lies in its
potential to enhance understanding, inform interventions, and contribute to the broader
discourse on student well-being. The scope focuses on the correlation between stress, academic
performance, and overall well-being, employing a quantitative approach through surveys and
questionnaires among Malaysian university students. Ultimately, the study aims to raise
awareness of the diverse stress levels faced by students, shedding light on its potential impacts
on actions and health.

CHAPTER 2
2.0 LITERATURE REVIEW
2.1 INTRODUCTION
When people confront obstacles that exceed their resources, they experience stress.
When stress becomes severe and sustained, it has the potential to impair academic performance,
limit a student's ability to actively engage in and contribute to campus life, and increase the
chance of substance addiction and other potentially dangerous behaviours. The intricate
interplay between stress and its multiple impacts emphasises the need to successfully address
stressors to protect their holistic well-being and academic success. Furthermore, a
comprehensive grasp of stress management tactics becomes critical in reducing the larger
impacts on students' personal, social, and academic domains (Richlin-Klonsky & Hoe, 2003).
2.2 THEORIES OF STRESS
What is stress? Experts interpret "stress" as a situation in which a person faces problems
or obligations related to their goals. The consequences of these circumstances are viewed as
both uncertain and significant. This academic definition emphasizes the complex character of
stress, involving the interaction of external circumstances, personal aspirations, and the
nuanced perception of outcomes, which is essential for a comprehensive understanding of this
psychological phenomenon. Stress has become a pervasive and universal psychological illness
in modern society, impacting individuals across an array of backgrounds with varied degrees
of intensity. This common illness covers demographic borders, affecting people of all ages,
genders, socioeconomic statuses, and cultural backgrounds. The variety of aspects of modern
living, characterized by quick technical breakthroughs, socioeconomic pressures, and a
growing of information, has led to stress's pervasiveness as a prevalent psychological illness.
The definition of stress was originally formulated by Selye (1983) that stated, "Stress
is a non-specific response of the body". Stress is an unavoidable aspect of life. It's all around
us, impacting us in a variety of ways. Stress is constantly present in our personal life including
studies, relationships, employment, and dealing with the obstacles that life throws at us. It is a
normal element of being human and originates from several factors such as hardships,
uncertainty, and the pressures we confront. Recognizing stress as something we cannot escape
drives us to investigate its many manifestations and causes. Understanding that stress is a

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normal part of life helps us build resilience as we travel through life. It pushes us to understand
more about what causes stress, how it affects us, and how important it is to build coping
mechanisms in our complex life.
Stress, according to Lazarus and Folkman (1984), is a mental or physical phenomenon
derived from a result of one's psychological evaluation of the stimulus and is a function of one's
contact with the environment. The existence of stress is determined by the presence of a
stressor. The idea of a stressor is defined by Feng (1992) and Volpe (2000) as any stimulus that
offers a challenge to an individual's adaptability or encourages a reaction within an individual's
physiological or cognitive framework. The causes of stress are numerous, stemming from a
variety of elements including environmental, psychological, biological, and social factors.
Stressors have a range of valence, ranging from negative to positive influence on an individual
depending on the amount of the stressor's degree of severity. This model highlights the complex
interaction of elements that contribute to the beginning and progression of stress, emphasizing
the importance of a thorough knowledge of the subtle dynamics involved in the stress response.
2.2 SOURCES OF STRESS
2.2.1 FAMILY
Among the various discussions that exist around the idea of stress, one of the least
settled ones is how stress relates to the family as an institution. Different categories have been
created to describe the different kinds of stressors, crises, or problems that arise in families;
some of these events come from outside sources, while others originate within the family and
can affect the achievement and well-being among universities students. Conflict-suppression
may also mask the types of stressors that are present in the family, making measuring more
difficult. When tensions between family members are exhibited to other people and in contexts
outside of the family unit, they could become less obvious Parental pressure causes stress for
students in both grade levels. Parents want the best for their children in their education. In
addition to seeing achievement in academics, they also want to see success in other facets of
life. Parents can become one of the main sources of stress for students in their attempts to
parent. The analysis of the way the family can act as a stressor is impeded by issues pertaining
to the stressor variable itself. There are those who contribute to conflict over an extended period
of time. Some are easily distinguished as incidents, while others are more subtle, such long-
term patterns of interpersonal conflict that are rarely expressed or even recognised, or structural

arrangements within the family. One familial phenomenon could be the cause of stress, or it
could be a reaction to stress among universities student who did not resolve their internal
problem and will lead depression if these things continue to drag on.
2.2.2 PERCEPTION
Getting good marks puts them under pressure to do well so they can leave a positive
impression on their parents, peers, and significant others. Failures turn into pressures put on by
environmental, interpersonal, academic, and intrapersonal stressors. Factors that cause stress
include both internal and external stressors (Chadha, 2006). When college students struggle in
their academic activities, they perceive these pressures as a crucial factor contributing to their
parents' acceptance. Their main concern for honour and acceptance is these pressures, so they
investigate them. In other hand, this is the main argument given by universities student to their
parents or guardians for asking for additional financial assistance. Students in both grade levels
experience stress due to parental pressure. Parents desire the greatest education possible for
their children. They desire to see success in other areas of life in addition to university
performance. In their attempts to parent, parents might end up becoming one of the biggest
sources of stress for student. It is imperative that parents and other educators take the time to
determine the challenges that students face. By providing techniques for reducing stress, they
can significantly inspire and soothe their students.
2.2.3 ENVIRONMENT
It is inevitable that stress will occur, and regrettably, it can lead to headaches, neck
aches, and a variety of other health issues like anxiety, depression, and heart disease. Because
their move to the basics of a higher education system is so unexpected then college students
are more vulnerable to stress. They consequently struggle to understand new material in the
lecture and experience differences in culture. They must adapt to the fast-learning teaching
circumstances and processes that come with higher education during their time in college
(Prather,2013). Anything that affects or interacts with well-being damages the state of students
physical and mental health. Higher academic demands, living alone in a foreign environment,
financial obligations, meet new people, having to make more important decisions, and wanting
to be in a relationship with someone of a different sexual orientation are some of the typical
pressures associated with university life. Students may experience stress due to the

environment of universities in general. It can be difficult for students to shift between learning
environments all the time. It can be difficult for students to adapt and start over in a new
environment when they enter higher education and the system of universities. Both could cause
students under stress.
2.2.4 PEERS' RELATIONSHIP
A major cause of stress for many university students is academic pressure. The worry
of falling behind on assignments, the difficulty to find the time and motivation to study,
financial concerns, doubts about one's academic performance, and time constraints have all
been linked to academic stress (Tyrrell, 1992). Students also express worry about their
academics, time management, and stress from trying to meet academic expectations.
Furthermore, these sources might be easily accessible to college students throughout the
duration of their academic careers, which could cause a significant deal of stress for students
during their time in university. A deeper comprehension of the relationships among students is
necessary if preventative measures are to be established to help students deal with and avoid
academic-related stress. Peer connections can cause anxiety or ecstasies, just like dating does.
Peer pressure may cause a great deal of stress for kids since it can influence how they behave,
dress, choose friends, and many other aspects of their lives.
2.3 STUDENT ACADEMIC PERFORMANCE
The current circumstances have a substantial impact on instructors and university
students in the framework of higher education, making them crucial players deeply impacted
by the changes. This effect extends to various aspects of education, curriculum delivery, and
the entire academic environment. Instructors, in their capacity as educational designers, face
the challenge of adapting their teaching techniques to meet the ever-changing demands of
students in a dynamic educational setting. At the same time, university students are confronted
with extraordinary adjustments in how courses are done, how they are graded, and the broader
changes occurring inside the institution. The mutual relationship between instructors and
students, crucial to the educational process, goes through subtle changes, requiring flexible
approaches for the best possible development of academic pursuits.
Student academic performance is a multifaceted outcome influenced by various factors
that operate at individual, familial, societal, and institutional levels (Richards, M, 2012).

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Academic is mostly used by a person to define certain things or actions that relate to something
they work on, and it is very important to all people, especially students. Understanding these
factors is crucial for educators, policymakers, and researchers to enhance educational
interventions and support systems aimed at improving student outcomes. The evaluation of a
student's performance in various academic areas is called academic performance. Typically,
classroom performance, graduation rates, and test scores are used by educators to gauge student
accomplishment (Darling-Hammond, 2000).
What defines academic achievement or good performance for students? Each person is
different from one another. The impact of cognitive abilities on academic performance is firm.
Individual variations in cognitive skills such as IQ, memory, and problem-solving abilities have
a major impact on academic success, according to research by Deary et al. (2007). Individuals
have their own way of performing in their academics which also end in different results. Some
students are more likely to achieve academic excellence while some also excel in sports.
Besides, academic achievement is also based on one’s determination and motivation level.
According to Bandura (1987), the role of self-assurance and motivation levels are spotlighted
to achieve best performance in academic. In other words, students will always need motivation
for them to surpass their limits and spirit to gain more knowledge and wisdom. With motivation
from their surroundings, they would increase their determination to resist any halfway strive in
their academic performance. Individuals’ learning styles and strategies also influence their
academic achievements. Academic success is significantly influenced by students' preferred
styles of study and efficient study techniques (Bosman, 2015). Each student must figure out
their own learning styles and adapt to their techniques to increase their academic performance.
Students should not follow other students blindly because each person is diverse in terms of
preferences and capabilities in academics.
A wide range of metrics are used in the evaluation of academic accomplishment to
determine students' knowledge, abilities, and competencies in a variety of subject areas. Using
a variety of assessment instruments, such as performance-based evaluations, non-cognitive
metrics, and standardized examinations, allows for a thorough knowledge of students'
academic progress and ability. Subject-specific achievement examinations assess how well
students understand certain subject areas such as Science and accounting. These tests measure
how well students comprehend and apply specific subject-matter information (Shepard, 2000).
These standardized tests are still used in most countries of the world to measure one’s
knowledge. The results of these academic tests are evaluated by teachers or institutions and

then recorded as Grade Point Average (GPA). In short, those who get higher GPAs are labeled
to be successful in their academic performance. Furthermore, academic performance is also
measured by lecturer or teacher ratings from certain assessments given. Qualitative indicators
of academic accomplishment are obtained from teacher observations and assessments of
students' academic behaviors, engagement, and involvement (Kane et al., 2013).
2.4 WELL-BEING
Throughout history, the conceptualization of well-being has been grounded in two
discernible philosophical perspectives: the hedonic and eudaemonic paradigms. Advocates of
the hedonic view define well-being as a state characterized by the experience of positive
feelings, emphasizing the cognitive and affective dimensions of individuals. This dichotomy
in philosophical approaches underscores the longstanding debate regarding the essential
components and determinants of well-being, enriching our comprehension of the intricate
nature of human flourishing (Keyes & Annas, 2009). Followers of the eudaemonic approach
usually interpret well-being as excellent academic achievement, emphasizing numerous areas
indicative of optimal student functioning at universities, with a special emphasis on
characteristics such as university involvement. This emphasis on eudaemonic well-being
emphasizes a holistic perspective of student thriving, which includes not only subjective
feelings but also active and intentional participation in academic initiatives for a thorough
evaluation of well-being within the context of learning. Yet, neither the hedonic nor the
eudaemonic perspectives are completely capable of capturing or evaluating the subtle and
complex traits inherent in student well-being. (Thorsteinsen & Vittersø, 2018).
2.4.1 SOCIAL WELL-BEING
Students are naturally social individuals, driven by a basic desire to interact with
others. These interactions are critical in terms of emotional support, building a feeling
of belonging, and contributing to general well-being. The search for satisfying social
relationships is consistent with our evolutionary past, in which favourable social
interactions have been linked to reproductive success. This emphasizes the significance
of social dynamics in the student experience, recognizing that human connections are
inextricably linked and necessary for an extensive understanding of students' lives.
However, students' natural desire for social connections makes them vulnerable to
social stress. Any disturbance or threat to their relationships can cause stress, affecting

their emotions and overall well-being. This stress can be caused by academic pressures,
personal conflicts, or societal expectations, emphasizing the importance of
understanding how students' social lives and psychological resilience are linked.
Recognizing and addressing social stressors is critical for creating supportive
educational environments that promote positive social experiences and contribute to
students' overall development. Arun and Chavan (2009) found a significant correlation
between student’s perception of life as a burden and the class they were studying.
2.4.2 PHYSICAL WELL-BEING
Persistent and relentless stress can cause distress, which is a negative and
harmful stress response. In basic terms, distress has a tendency to manifest as
physiological issues, posing a significant risk to an individual's overall well-being. The
cumulative impact of enduring distress may demonstrate various health complications,
including both immediate and long-term effects that influence various aspects of a
student's physical health. This highlights the importance of specific approaches
addressing stress management in order to protect the diverse health aspects of the
student numbers. Stress has the ability to cause behavioural shifts, triggering observable
manifestations such as nail biting, deep breathing, teeth clenching, and hand wringing.
Individuals experiencing stress might display simultaneous physiological responses
such as cold extremities, a fluttering feeling in the stomach, and intermittent increases
in heart rate—all of which are recognised as traditional manifestations associated with
heightened anxiety in scholarly discourse (Auerbach & Gramling, 1998). The merging
of physical and psychological responses to stress is especially pronounced as stressors
grow more severe. Such as mild chest pain may trigger a psychological stress response
characterized by concerns about the possibility of a heart attack. Stress-related
psychological responses manifest as changes in emotions, cognitive processes, and
behaviours, indicating a comprehensive interplay between physiological and
psychological dimensions under the influence of increased stressors (Bernstein et al.,
2008).

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2.4.3 EMOTIONAL WELL-BEING
Stress has been recognised as a cause of increased irritability and a tendency for
poor temperaments among students. Individuals who are stressed are more prone to
annoyance over little problems since stress lowers their tolerance level. These
phenomena highlight the negative influence of stress on students' emotional regulation,
making them more prone to temper-related issues (Dixit, 2017). Students try to stay
calm, but when they're worried or disturbed, it messes with their thinking and emotions.
This makes it harder for them to control themselves. The negative effects of being really
worried or disturbed can be seen in how students are more likely to lose control in those
situations. This shows how mental and emotional well-being are connected,
highlighting the tough times students go through while juggling school and personal
life and trying to keep things balanced.
2.5 TRANSACTIONAL MODEL OF STRESS THEORY
Lazarus and Folkman developed an original theory in 1984 that significantly broadened
our knowledge of stress and its consequences. Their comprehensive research set the
groundwork for a paradigm change in the field, serving as the platform for following
researchers' inquiries. The Lazarus and Folkman theory not only provided a conceptual
framework for understanding the complex dynamics of stress, but it also functioned as an
incentive for more explorations and studies in the field of psychological and physiological
responses to stress. Its continuing importance is evident in the number of researchers who have
discovered useful insights and built on this fundamental study, establishing it as a crucial
addition to the scientific community's greater understanding of stress. According to Rice
(1999), Lazarus and Folkman's 1984 view, stress occurs when individuals consider their coping
abilities as insufficient to sufficiently satisfy the demands imposed on them. In essence, the
main point of this theory is the subjective assessment that individuals make of their ability to
deal with the obstacles offered by their environment. A state of stress is produced when people
evaluate their coping skills as weak in comparison to the obligations they experience.
The Transactional Model of Stress created by Richard Lazarus and Susan Folkman is a
multi-faceted model outlining the cognitive processes that guide people in interpreting and
coping with stress. According to this model, stress is not just a mere outcome of various
external stressors but rather an individual formed after transaction with the environment and

used subjective evaluations coupled with interpretation on these noted above mentioned outside
factors. The model unfolds in two pivotal stages: primary appraisal and secondary appraisal.
During primary appraisal- when individuals assess whether a situation poses a threat or
challenge, influences their emotional response. If something is seen as threatening, the process
moves to a secondary appraisal where individuals figure out what resources they can use to
cope with the stressor. This model emphasizes the dynamics and interactions of stress, but it
does not point out that stress is simply a reaction to events outside – instead adding its
interpretation that when an individual interacts with their environment as highly dynamic.
This viewpoint emphasises the impact of one's estimate of one's coping resources in the
stress response, emphasising the importance of individual perceptions and self-assessment in
influencing the experience of stress. Lazarus and Folkman propose a two-way link between
stress and health in their 1984 theory, implying that each might have a significant impact on
the other. They argue that stress can not only have a major effect on a person's health but that
an individual's health status can also impact their ability to resist or manage stress efficiently.
This reciprocal interaction emphasises the connection between stress and health. Furthermore,
stress is characterised as a relational idea by Lazarus and Folkman, involving the interaction
between an individual and their environment. This viewpoint emphasises the idea that stress is
not just an internal emotion, but rather a dynamic interplay between the person and their
surroundings. Obbarius, N., Fischer, F., Liegl, G., Obbarius, A., & Rose, M. (2021), had benefit
the theory in completing their research and proving that the impact of psychological stress on
health has been widely confirmed. In the study, their objective is to assess a structural model
derived from Lazarus and Folkman's transactional stress concept.

2.6 THEORITICAL FRAMEWORK
Theoretical Framework of The Relationship Between Stress Toward Academic
Performance And The Well-Being Of University Students
The conceptual framework represented in the accompanying image provides a
comprehensive understanding of the complex interplay between academic achievement and
general well-being among students. Within this approach, stress appears as a critical element,
significantly influencing the possibility of affecting both academic achievement and overall
well-being. Family, perception, environment, and relationship stressors are highlighted as
independent variables that contribute to the varied forms of stress experienced by students. The
dependent variables, academic performance, and well-being are inseparably linked to the
various stressors. Furthermore, the theoretical model includes stress as moderators, recognising
its ability to temper or intensify the association between stressors and academic achievement
and well-being outcomes. This comprehensive approach emphasises the complicated character
of the factors impacting students' academic routes and psychological well-being, laying the
groundwork for further investigation of the complex relationships within the educational
environment.
As shown in Fig 1, the theoretical framework depicted is carefully formulated by
integrating Transactional Model of Stress Theory as propounded by Richard Lazarus and Susan
Figure 1

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Folkman. This theoretical model recognizes stress not as a simple outcome of environmental
pressures but rather sees it marked by the complexity that is produced in an individual’s
interrelated dealings with their surroundings. As per the Transactional Model , stress comes
about through a transactional process whereby individuals are constantly sub-acting and
interpreting external stressors, using subjective evaluations in formulating their responses. It
recognises the complex dynamics between an individual and their environment, emphasising
that our ability to respond under pressure is not only determined by what happens around us
but also how we measure up these surrounding stimuli cognitively. This integrative perspective
offers a strong base to learn about the intricate mechanisms that govern during stress
experience, providing fruitful perspectives for research and practice in any field.
2.7 CHAPTER SUMMARY
The methods applied to analyse the data was spelt out in detail in Chapter 3. The research
design statement and the design work the researcher completed both before and after the
information was gathered are the initial elements that go into explaining the data specification
in this study. An explanation of whether the instrument, sampling, and methods of sampling
up to the date of data collection met one of the requirements for this study. All research topics
that are suitable for the study have also been addressed by the researcher using statistical
methodologies.

CHAPTER 3
3.0 METHODOLOGY
3.1 INTRODUCTION
Research methodology can be characterized as a systematic approach employed to
identify and examine specific issues, aiming to delve into the intricacies of research problems
and formulate effective strategies for their resolution (Industrial Research Institute, 2010). It
constitutes a comprehensive set of techniques and procedures meticulously designed to guide
the research process, encompassing the selection of appropriate methods, data collection,
analysis, and the interpretation of findings. This methodological framework is the backbone of
the research assignment, providing an organised and thorough foundation for studying complex
topics. It offers a systematic strategy for examining complicated problems, gaining significant
insights, and contributing meaningfully to the body of knowledge within a certain field of
study. Essentially, this methodological foundation assists in the research process by guiding it,
assuring complete and organised evaluation of research problems, and supporting the
collection of knowledge that is both comprehensive and impactful. As a result, to achieve the
research's objectives and outcomes, this chapter is devoted to explaining the correct method to
be used. Beginning with an explanation of the study's selection, perspective, and preconception,
the narrative continues into the discussion of the chosen research approach and philosophy,
illuminating the methodological framework and design used in the investigation. Finally, a
thorough discussion of the data collection processes is conducted.
3.2 RESEARCH PARADIGM
The overview of the study problem is that students at universities are often concerned
about academic stress since it affects both their general well-being and academic performance.
For students, the adjustment to university life is a major time of change and adaptation,
frequently accompanied by a rise in personal and academic difficulties. These elements may
raise stress levels, which may affect students' general well-being, scholastic achievement, and
quality of life. Comprehending the complex correlation between academic stress and overall
well-being in college students is imperative to devise efficacious therapies and support
frameworks that foster their comprehensive growth.

This study uses quantitative techniques as its research strategy, which means positivism
is the research paradigm. Originating in philosophy, positivism is an approach to study that has
been generally accepted in the field of social science. It is distinguished by the conviction that
there is an objective world that can be investigated and comprehended using scientific
techniques and empirical observation. Realist epistemology is the foundation of positivism,
which holds that empirical observation is how one may know an objective reality that exists
apart from the observer (Bryman, 2016). In addition to emphasizing the significance of
quantifiable, observable occurrences, positivism looks for broadly applicable rules and
patterns. Numerical data collecting and quantitative methodologies are common in positivist
research. Common methods for collecting and analyzing data include experiments, surveys,
and statistical studies (Neuman, 2014). When studying social phenomena, positivism is a
research paradigm that places a high value on objectivity, direct observation, and the use of the
scientific method. Critics point out that this technique is limited in its ability to capture the
intricacies of behavior in people and society, despite its influence in molding research
procedures.
This research perceives the correlation between stress towards education performance
and well-being for university students. The research method used is a quantitative approach
using questionnaires and secondary data with certain samples to help determine the research
findings needed. By focusing on the positivism of the quantitative method used, this research
gains data and findings related to the main topic and objective for the connection among
stressors, academic performance, and the well-being of university students.
3.3 RESEARCH DESIGN
The broad strategy or plan that directs the methodical gathering, examination, and
evaluation of data to answer a particular research topic or question is referred to as research
design. To ensure the validity and reliability of the study, it includes the investigation's strategy
and structure as well as the processes, methodologies, and techniques utilized to collect and
analyze data (Creswell & Creswell, 2017). The final plan addresses the specifics of the
analysis's design, including data collecting techniques, experimental layouts, statistical
methodologies for the sample of data, and experimental designs. Using the survey
questionnaire, a survey format was chosen for this investigation. Comparatively, all that must
be done is to process the data and information provided by the responders. Usually, the thesis

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aims to investigate the connection between variables or to permit differences. Questionnaires
help this study collect information and opinions related to the research's objective. Surveys
offer a moment in time captured in picture form. This survey method includes the main function
of the survey questionnaire. To test the hypothesis and meet the study's aims, researchers
employed a questionnaire
A research study's validity, reliability, and general success depend on a carefully
thought-out research design. It acts as a road map, assisting researchers in their methodical
investigation and offering a structured methodology for producing significant discoveries and
additions to the corpus of current knowledge. For this analysis, a questionnaire survey on the
relationship between stress toward study performance and the well-being of university students
to collect information and to identify the most influential stressor. The findings show that it
justifies the relationship between stress, academic performance, and the creation of the well-
being of university students.
3.4 RESEARCH INSTRUMENTS
The research instrument is an important part of any investigation. Since this
investigation made use of the survey procedure, the distribution of questionnaires is the most
effective strategy used. Based on the specified study questions and study objectives, the
instruments used in this analysis are created and divided into components including respondent
profiles, information on personal financial management, and risk exposure literacy level.
The research tool comprises statements as items, closed-ended questions in the form of
multiple-choice replies, and a Likert scale (1-4) with the options to (1) Strongly Disagree, (2)
Disagree, (3) Agree, and (4) Strongly Agree. Decisions were made based on the questions about
appropriateness. The reason the Likert scale was created Respondents were easier to understand
and interact with.
The three sections of the questionnaire are: Section A is for the demographic survey;
Section B is for stress and well-being survey; and Section C is for stressor survey.
Section A contains five (5) items that pertain to the demographic survey. Eight (8) items
in section B are related to stress and well-being survey. On the other hand, section C has sixteen
(16) items that correspond to the stressors survey. The four (4) primary subjects covered in this

part are family, perception, environment and relationship. There are four (4) questions for each
topic.
3.5 RELIABILITY OF INSTRUMENT
Reliability is tested through Cronbach’s Alpha in measure of the degree of accuracy
with a test. Cronbach reliability coefficient alpha indicates the degree to which variance in
scale occurs (Cronbach, 1970). According to Bagozzi (1994), in the context of exploratory
research, a preference is typically given to Cronbach's alpha values surpassing the threshold of
0.60. However, a more favourable criterion suggests values exceeding 0.70 for greater
confidence in the reliability of the measures employed. The scale, yielding a Cronbach's alpha
of 0.75, attains a level of reliability deemed acceptable within the parameters of this research
paradigm, as asserted by Brown (2002).
When gauging the reliability of the questionnaire, it is crucial to closely examine the
validity of its individual components. This study involves a thorough reassessment and
adjustment of the questionnaire, leveraging theoretical foundations articulated by notable
English economists such as Keynes (1936), Modigliani (1954), Friedman (1957), Wicksell
(1936), and Duesenberry (1949), in conjunction with insights derived from prior research. To
ensure accuracy and minimize systematic errors, both the content and face validity of the
questionnaire are enhanced. Additionally, the researcher seeks the expertise of a Ph.D. holder
well-versed in scientific methodologies and data processing, guided by the principles
elucidated by Crocker and Algina (1986) and Mohajan (2017). The expert plays a pivotal role
in objectively assessing item appropriateness, structural coherence, and the instrument's ability
to produce desired outcomes, thereby reinforcing the robustness of the questionnaire.
In this research, the prediction of values from variables is conducted employing
multiple regression analysis, inclusive of hierarchical regression analysis facilitated by the
SPSS software. The hierarchical regression analysis framework is derived from Ahmad's
(2017) investigations, where financial behaviour served as a moderating variable influencing
the relationship between financial literacy and financial satisfaction. The outcomes reveal that
the elucidation of the correlation between financial literacy and financial satisfaction
experiences enhancement when the moderating variable (financial behaviour) is concomitantly
considered alongside financial literacy.

3.6 PILOT TEST
In the pilot test phase, the researcher evaluates the instrument following the incorporation of
insights from the research expert. The rationale behind calibrating the instrument during the
pilot test is elucidated as follows:
The purpose of pilot test (In.J., 2017) :
• To imitate the entire processes of the main research project and validate the research's
potential, this includes scrutinizing the criteria for participant inclusion and exclusion,
as well as testing the efficacy of the measurement tools used in the study.
• Assessing the level to which respondents comprehend each statement and question
• To acquire essential initial data necessary for determining the sample size calculation
for the primary outcome.
• To judiciously choose the most suitable primary outcome measure
3.7 POPULATION AND SAMPLING
Sampling is a technique used to extract a sufficient number of relevant elements from
the population such that, through monitoring and analysing the sample, we can apply these
characteristics to the population elements. (Sekaran and Bougie, 2016)
The sampling method in this study is carried out by first defining the sampling
framework and then picking the sample from the sampling framework. Following the
evaluation of the two previous procedures, the statistical test was performed on the sample,
which will then be extended to the entire population.
The stratified sampling strategy was used in this investigation. In this type of stratified
sampling, each sample collection represents a separate set of samples. The sampling process is
employed when the population is diverse. The population is then separated into several classes
known as 'strata’. Every ‘strata' is more homogeneous and shares characteristics. Stratified
sampling is used to differentiate between groups in a population. According to Bairagi and
Munot (2019), the following factors are critical when using stratified sampling:
1. Determine the ‘strata’ formulation.
2. Choose a sample

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3. The sample size - the number of strata in each sample should be equal to the
number of strata formed and the population of each ‘strata’.
3.8 DATA ANALYSIS
This study employs quantitative data, which was assessed utilizing Statistical Packages
for Social Science (SPSS) tools, incorporating both descriptive and inferential statistical
techniques for the analysis of data gathered through the questionnaire. The examination and
categorization of respondents' contextual information utilized descriptive statistical methods.
Through the application of frequency distribution and percentage methodology, this study
facilitates the delineation of participant profiles, including aspects such as age, gender, number
of dependents, and more.
Upon completion of the requisite calculations, the data amassed from the sample will
undergo a quantitative evaluation. The application of Statistical Packages for Social Science
(SPSS) tools will facilitate a comprehensive analysis of the acquired data. The ensuing data
analysis process will encompass descriptive analysis, as well as multiple regression analysis,
incorporating the nuanced approach of hierarchical regression analysis. Detailed insights into
these analytical methodologies will be expounded upon in Chapter 4 of this study.
3.9 DATA COLLECTION
According to Kabir (2016) data collection is the process of gathering and evaluating
information on variables of interest in a defined, methodical fashion in order to test hypotheses,
evaluate findings, and provide answers to specific research questions. There is other widely
used research approaches, such as inconsistency analysis and experimental research methods
etc. Typically, data is categorised into two groups: primary data, also known as raw data, and
secondary data, also known as secondary data.
When using Google Forms for data collection, it's simple to gather information online
as respondents complete the form or questionnaire.
This study was performed with field research secondary data. A questionnaire was used
to conduct the field study after the respondents had completed one. Resources and time will be
saved. This is how social scientists typically obtain information and data. Until then, methods
such as email and the internet are still utilised to compile distributed surveys.

A random ratio or average is used to distribute or compute respondent samples. As long
as they voluntarily fill out the form.
3.10 MODEL SPECIFICATION FOR MULTIPLE REGRESSION ANALYSIS
The crucial first stage in describing the link between the dependent variable you're
trying to foresee and a number of independent variables affecting it in multiple regression
analysis is the model definition. It's similar to creating a plan for your research, where you
determine which variables to include by taking into account statistical considerations, data
availability, and theoretical knowledge of the phenomena you're examining.
Determining how variables interact, how to modify data to increase linearity, and
whether to include quadratic or more complex terms to represent non-linear connections are all
part of defining the model structure. The validity and comprehension of the regression findings,
as well as parameter estimations and hypothesis testing, are all impacted by this complex
process, which also directs the next analysis. Recall that the foundation of a trustworthy and
perceptive multiple regression analysis is a well-defined model.
Y = a + β1(F + P +E + R) + ε
Where, Y = Academic Performance and Well Being
F = Family
P = Perception
E = Environment
R = Relationship
a = Intercept
β1 = The slopes of the population line
The hypothesis to be tested using simple regression analysis based on the objectives of the
study.
1. H1: There is a significant relationship between stress and family towards academic
performance and the well-being of university students.
2. H2: There is a significant relationship between stress and perception towards academic
performance and the well-being of university students.

3. H3: There is a significant relationship between stress and environment towards academic
performance and the well-being of university students.
4. H4: There is a significant relationship between stress and relationships towards academic
performance and the well-being of university students.
3.11 CHAPTER SUMMARY
The approach employed in the data analysis was spelled out in detail in Chapter 3.
Starting from the research design description and the design work done by the researcher prior
to and following the information has been gathered, the data specification for this study is
detailed in full. An explanation of whether the instrument, sample, and sampling technique
specifications up to the time of data collection met one of the requirements for this study. To
address every research issue that is appropriate for the study, the researcher has additionally
employed statistical techniques.

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CHAPTER 4
4.0 RESULTS AND FINDINGS
4.1 INTRODUCTION
The key stage of research is outlined in the Results and Findings section, where all
research lines are effectively combined to obtain the required answers. This section, which
represents the end of a systematic and comprehensive investigation, is not intended to
summarize the entire study, but to present the empirical evidence that supports or refutes the
first suspect. This chapter explores research findings and results on The Relationship Between
Stress Toward Academic Performance and the Well-Being of University Students. In
particular, a group of 84 respondents actively participated in the survey using Google Forms,
providing the basis for further analysis.
In the research process, the Results and Findings section is important because it brings
together the different elements of the inquiry to arrive at the desired answer, marking the end
of a rigorous and systematic investigation. In addition to a simple summary, this chapter
presents a broader discussion of the findings and findings related to the perceptions of The
Relationship Between Stress Toward Academic Performance And The Well-Being Of
University Students. The study involved the active participation of 84 respondents who shared
their respond in a Google Forms questionnaire, providing valuable data to explore this topic.
For data analysis, the data were divided into three parts: respondent demographic data,
respondent stress data, and respondent independent variable data: family, environment,
perception, and relationship. Descriptive analysis including hierarchical regression analysis
and multiple regression analysis methods were used to achieve the research objective. This
chapter is divided into five parts. In this section, we will discuss information such as technical
analysis, reliability analysis, simple regression analysis, and chapter summary.

4.2 DESCRIPTIVE ANALYSIS
4.2.1 DESCRIPTIVE STATISTIC
Table 1:Descriptive Analysis
DESCRIPTIVE STATISTIC
Mean Std. Deviation N
Academic Performances, Well-
Being And Stress Survey 17.9286 3.05683 84
Family 15.25 3.29247 84
Perception 16.1667 2.66541 84
Environment 15.1786 2.48931 84
Relationship 15.0952 2.89835 84
Source:SPSS
Table 1 shows the results of the descriptive analysis of the variables that focus on the
definition of research objective 1. The descriptive analysis is the simple explanatory
coefficients derived from the data sets that include the entire population or a sample. By
examining the analysis table, the values indicate the overall sample size for this study, which
suggests that there were 84 participants.
The mean is one measure that provides a comprehensive characterization of the sample
by providing insight into the central tendency of the data. In the field of statistical research, the
average seems to be a generally accepted metric that effectively describes the central position
in the distribution of information. Upon further examination of the variables examined, it is
evident that the highest mean value is found in the category of Academic Performances, Well-
Being And Stress Survey among university students which is 17.9286 with an associated
standard deviation of 3.05683. This particular finding underscores the high prevalence of stress
among survey respondents, suggesting that a significant proportion struggle with stressors that
significantly affect both their academic performance and general well-being. In the inverse
recorded instrumental spectrum, the variable of the Relationship appears in the presented table

with the lowest mean of 15.0952 and a corresponding standard deviation of 2.89835. This
difference indicates that respondents experience relatively less stress in interpersonal
relationships compared to the other factors studied. The standard deviation is a crucial metric
for measuring the spread of data points about the mean and provides insight into the extent of
variation in a data set. A larger value of the standard deviation means that the data is more
spread out around the mean. Examining the given data reveals that all the considered variables
differ significantly, which is evident from their standard deviation values exceeding 1. In
particular, the variable "Family" stands out with the highest standard deviation in this study
and registers a value of 3.29247. The wide spread of family-specific data points indicates that
respondents' experiences or perceptions of family dynamics vary widely. The elevated standard
deviations of all variables highlight the diversity and possible nuances of factors influencing
stress levels, perception, environment and university relations, suggesting a range of
experiences in the sampled population.

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4.2.2 DEMOGRAPHIC ANALYSIS
Table 2 Analysis
Frequencies Percentage %
Gender Female
Male
45
39
53.6
46.4
Age
18 – 22 years old
23 – 27 years old
28 – 31 years old
62
19
3
73.8
22.6
3.6
Academic Level
Diploma
Degree
Master
PhD
17
60
5
2
20.2
71.4
6.0
2.4
Area of Studies
Economy
Medical
Engineering
Education
Science
Law
46
11
14
4
5
4
54.8
13.1
16.7
4.8
6.0
4.8
The data shows that 73.8% of respondents are between the ages of 18 and 22, which is
the age group in which the majority of respondents are found. The second-largest age group,
with 22.6% of the population, is that of people aged 23 to 27. and those who are between the
ages of 28 and 31 (3.6%) make up the minority age group. Furthermore, the percentage of
female respondents is greater than that of male respondents; females make up 53.6% of the
total, compared to 46.4% for male respondents.
Additionally, it was found that 71.4% of the respondents (60 out of 84) held a bachelor's
degree, with diploma holders making up 20.2% of the total and master's degree holders making
up 6.0%. These results indicate that bachelor's degree holders make up the majority of
respondents. However, the matriculation and PhD categories had the fewest respondents (2 out
of 84, or 2.4% of the total) of all the categories where respondents took part in the survey.
We have created a list of six different categories of area of study specifically for this
research study, and using this list, we are able to identify which student from the area of study

that each of our respondents was involved in. Out of 84 respondents, or 46, we have the highest
percentage of respondents (54.8%) supporting the economy. The analysis revealed this and
showed that our respondents had the highest number. Following that, 13.1% of the medical and
16.7% of the engineering categories were still open. Information education and law comprised
the lowest number of responses (2.4%), making them the type of firm with the fewest
respondents overall.
4.2.3 INDEPENDENT VARIABLE ANALYSIS
Table 3 shows the result of the descriptive analysis of the related independent variables
on each question. Questions involved are related to family, perception, environment, and
relationships. First and foremost, the item ‘Do overall atmosphere and communication within
your family good?’ showed the highest mean of 4.06. These statements suggest that the
question influenced the most for family. However, for standard deviation, the question gained
1.034 showing how much variation exists from its mean. The next one is for the perception
section, the item ‘Do you feel stress is a normal part of the university experience?’ scores the
highest mean of 4.26. The number shows that most of the respondents went through stress
issues that influenced their academic performance and well-being at their universities. The
item’s standard deviation is 0.933 which shows how much dispersion exists from its mean.
After that, the highest mean for the environment section is ‘Do you agree that
universities' environments affect students' stress in academic and well-being?’ which scores
4.32. The mean shows that the related question has the most effect on the environmental
relationship between stress in study performance and the well-being of university students. The
standard deviation of 0.853 highlights how much dispersion exists from its mean. For the
relationships section, the item ‘Do you agree that negative peer relationships such as bullying,
conflict, and social rejection influence student's stress?’ scores the highest mean of 4.46. It
shows that most of the respondents agree that students should avoid unhealthy relationships
with their peers in university to avoid stress. However, the standard deviation gained is 0.884,
showing that there is much variation or dispersion that happens to exist from its mean.

Table 3:Independent Variable Analysis
Family Related
Questions N Min Max Mean Std. Deviation
Do you feel like your family understands
the academic pressures you face? 84 1 5 3.71 1.071
Do you believe that family-related stressors
directly impact your academic performance
and well-being?
84 1 5 3.67 1.186
Do overall atmosphere and communication
within your family good? 84 1 5 4.06 1.034
Are the expectations from your family
regarding your academic performance
influence you?
84 1 5 3.81 1.237
Perception Related
Questions N Min Max Mean Std. Deviation
Do you feel stress is a normal part of the
university experience? 84 1 5 4.26 0.933
Have you noticed any correlation between
your stress levels and academic
performance?
84 2 5 3.85 0.988
Do you feel supported by your family in
pursuing your educational and career goals? 84 2 5 3.92 0.921
Do you agree the academic expectations of
your family members motivate to perform
well in your studies?
84 1 5 4.14 0.907

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Environment Related
Questions N Min Max Mean Std. Deviation
Do you agree that universities'
environments affect students' stress in
academic and well-being?
84 2 5 4.32 0.853
Do your university provide a proper stress
care organization for the students? 84 1 5 3.54 0.975
Do you agree that academic system creates
a stressful environment for students? 84 1 5 3.81 0.988
Do your personal study environment
comfortable and free from any distractions? 84 1 5 3.51 1.092
Relationship Related
Questions N Min Max Mean Std. Deviation
Do you agree that negative peer
relationships such as bullying, conflict, and
social rejection influence student's stress?
84 1 5 4.46 0.884
Do you mostly get stress when with your
friends in class? 84 1 5 3.08 1.273
Are those love relationships affect students'
stress and well-being? 84 1 5 3.87 1.073
Do you think that students need to avoid
love relationships to avoid stress in
education and protect their well-being?
84 1 5 3.68 1.043
Source: SPSS

4.3 RELIABILITY ANALYSIS
Table 4:Reliability Analysis
Variables Cronbach’s Alpha N of Item Satisfactory
Family 0.700 4 Acceptable
Perception 0.673 4 Acceptable
Environment 0.506 4 Unsatisfactory
Relationship 0.597 4 Acceptable
The reliability evaluation results are shown in Table 4, where the Cronbach alpha
coefficient of reliability is determined for each variable. When most of the variables have a
reliability level above 0.60, it is considered satisfactory. However, 0.50 coefficients are
considered as unsatisfactory. The measurement used for this research is considered to be
suitable overall. The instrument's measurement and stability principles are implied by the
measure's efficiency. To put it briefly, all the Likert scale questions generated a reliable
coefficient.
4.4 SIMPLE REGRESSION ANALYSIS
Y = a + β1(F + P +E + R) + ε
Where, Y = Academic Performance and Well Being
F = Family
P = Perception
E = Environment
R = Relationship
a = Intercept
β1 = The slopes of the population line
Model Summary
Model R R Square Adjusted R
Square
Std. Error of
the Estimate
1 .332a 0.11 0.065 2.95518

a. Predictors: (Constant), Relationship, Environment, Family,
Perception
ANOVAa
Model Sum of
Squares df Mean
Square F Sig.
1
Regression 85.656 4 21.414 2.452 .053b
Residual 689.915 79 8.733
Total 775.571 83
a. Dependent Variable: Academic performance and the well-being of university
students
b. Predictors: (Constant), Relationship, Environment, Family, Perception
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients t Sig.
B Std. Error Beta
1
(Constant) 13.698 2.556 5.360 .000
Family .287 .115 .309 2.502 .014
Perception .066 .152 .057 .430 .668
Environment -.100 .141 -.082 -.711 .479
Relationship .021 .128 .020 .163 .871
a. Dependent Variable: Academic performance and the well-being of university
students
Y = a + β1(0.287 + 0.66 +-0.100 + 0.021) + ε
The table above shows the result that indicates 0.11. it can be explained that family,
perception, environment and relationship are influencing the impact of stress among

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universities student by 11%. It can explain that the factors of family, perception, environment
and relationship affect the academic performance and wellbeing of universities student when
they are facing stress. The results also show that family is significant at the p<0.05 significance
level. While perception, environment and relationship are not significant.
Based on this study, it shown on the effect of stress between universities students
towards academic performance and wellbeing is connect with only one significant variable
which was family. Many of the students realize that they will deal with stress in any
circumstances. Most of the student are facing stress when high perception from family and
friends, student deal with bad environment such as noisy study place and the student are having
bad relationship between partner and friends. Majority of the students will prepare properly and
seek the solution to deal the stress and its impact. So, most of universities student have a good
communicate with their family to release their stress such as have a trip with the family
members.
Relationship is the most negative impact of academic performance and wellbeing.
Relationship difficulties was majority going through by respondent. The reason for relationship
is when a friend asks a student to skip class and then they will leave behind. So, the bad friend
will give negative impact and influence their daily life.
Based on the t-test, the results are 2.50 and >0.05 which represents that an increase in
the impact of family-related that cause stress will decrease university students’ academic
performance and well-being. It shows that family has an impact on university students’ stress
which then influences their academic and well-being process. Family issues could cause
students to feel stress which may affect their studies and well-being as a person.
Based on the t-test, the results are 0.43 and >0.05/5% which represents that an increase
in the stress level due to perception will decrease student achievement. It shows that the
perception of the university students caused them to get stress, which then affects their
academic performance and well-being. People’s perceptions can pressure university students
which then makes their performance decrease, and they cannot achieve their full potential of
well-being.
Based on the t-test, the results are –0.71 and <0.05/5% which represents that an increase
in the stress level due to the environment will increase student achievement. It shows that the
environment of the university students causes them to get stress, which then affects their
academic performance and well-being. The environment can influence university students’
academic performance as well as well-being achievement.

Based on the t-test, the results are 0.163 and >0.05/5% which represents that an increase
in the stress level due to relationships will increase student achievement and well-being
process. It shows that the relationships of the university students cause them to get stress, which
then affects their academic performance and well-being. People’s relationships can be the
reasons to university students’ performance decreases, and they cannot achieve their full
potential of well-being.
The β value refers to the relationship of stressors towards academic performance and
well-being of university students and is positively associated with family, perception, and
relationships except the environment. The ANOVA table shows that the regression model is a
good fit for the data. The independent variables have a statistically significant effect on the
dependent variable, and they explain a significant amount of the variance in the dependent
variable.
Regression Result
HYPOTESIS ACCEPTED
H1
There is a significant relationship
between stress and family towards
academic performance and the
well-being of university students.
YES
H2
There is a significant relationship
between stress and perception
towards academic performance and
the well-being of university
students.
NO
H3
There is a significant relationship
between stress and environment
towards academic performance and
the well-being of university
students.
NO
H4
There is a significant relationship
between stress and relationships
towards academic performance and
NO

the well-being of university
students.
4.5 CHAPTER SUMMARY
In chapter 4, it includes the implementation of data analysis, demographic analysis of
respondents and analysis for each independent variable toward stress awareness on each
question, the item reliability, and multiple regression analysis including hierarchical regression
analysis to explain the relationship between stress towards academic performance and well-
being of university students. Following that, chapter 5 will discuss the conclusion and
recommendations for future research.
CHAPTER 5
5.0 CONCLUSION, DISCUSSION AND RECOMMENDATION
5.1 INTRODUCTION
This next chapter provides a complete analysis from different viewpoints, namely in-
depth discussions of issues and research results, some recommendations for positive changes
to be implemented here as wells proposals where future researches can go further. It represents
a holistic review of research results and offers an avenue for more refined debate that
transcends superficial interpretation of the outcomes. Furthermore, the chapter broadens its
focus not only by presenting what current research has to say on relevant issues but also
presents a set of helpful recommendations about possible enhancements in areas being
examined. Furthermore, it serves as a basis for potential researchers by implying unused
dimensions and proposing particular directions to further research thus ensuring continuing the
researched field. The chapter concludes with a foreseeable perspective that motivates future
scholars to indeed dig into the topic which instigates this continuum of scientific studies and
enlightenment.
The major focus of this study is to shed light on how stress and its subsequent outcomes
are related not only as an impactor on academics but also within students’ general health. This
research thoroughly investigates the intricate interplay between stress and key factors such as
family life, perceptions , external forces and human relations with a view to accomplishing this
overarching goal. By closely analysing the situations through which stress emerges in these

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dimensions, this study aims to make conclusive observations about its overall effects on
students’ academic progress and personal welfare. In the chapters dedicated to this study, an
in-depth story is developed that should present a detailed and thorough synthesis of these
findings. Such a synthesis attempts to give an intellectual panorama of the intricate
relationships discussed throughout this study, exploring the numerous facets that make up such
complex web influences on students’ academic life and even their well-being which exist in
stressful conditions.
5.2 CONCLUSSION AND DISCUSSION
As shown by the outcomes of this investigation, it turns out that just family dynamics
are contributors having a clear and commendable effect on university students’ academic
performance as well as overall condition under stress interventions. The data highlights the
critical role of family influences in determining students’ academic performance and overall
well-being suggesting that focused interventions related to the respective elements could likely
generate significant outcomes. Different from that, perceptual and environmental as well as
relationship factors did not demonstrate a strong influence on university students’ academic
achievements and overall well-being when there are stress interventions. These findings offer
a detailed perspective on the differentiated impact of various factors, underscoring how family
dynamics contribute to this multifaceted interaction between stress levels, academic
performances and general health in university students.
The results of this study support the research conducted by Otero, M. J. F., Moledo,
2021 which stated that family holistic directly affects students’ academic success performance
and well-being. Based on their findings, perceptions of parental involvement are crucial for
improving children’s motivation in subjects such as Mathematics. The study implies that
parents who display confidence in their children’s abilities and reveal a sincere concern for
their growth or schoolwork are a significant factor contributing to motivation. Moreover, the
study shows that a more effective way for parents to assist their children is through involvement
and encouragement rather than direct help with schoolwork or homework supervision. In other
words, the participation of families can have a significant impact on both academic
performance and the overall welfare of children. Further, the study points out that such effects
could be further enhanced if there was a level of stress present among family members thus

revealing again how complicated the dynamics between families and households are while
impacting students as far; as their teachers' scores performance in classes is concerned.
Most of the results from this study are obtained with multiple regression analysis, a
means to measure these relationships between independent and dependent variables in quite
direct terms–basically how much does whatever feed back into what? Studies as such can
uncover subtle interactions (stress) that may affect university students’ performance and well-
being through family influence; their sense perceptions about Interestingly, the analysis reveals
no strong correlation between perception and environment where it comes to academic
achievement as well as with regard to relationships, thus implying that stress interventions may
not have much impact on these areas for the respondents. On the other hand, a strong
relationship is found between academic success, well-being and family relationships meaning
that stress intervention significantly influences such factors as these might have an important
effect on how things are careerwise for most respondents. The results provide further insights
into the unique connections between these variables and highlight how family dynamics play
a key role in this complicated field of stress as it affects university students.
More importantly, the importance of this research does not lie solely in its academic
value but presents valuable insights to various stakeholders such as instructors and students.
So, the study in question is a priceless source of knowledge that would help educators and
students understand best what factors have the most significant impact on academic
performance and general well-being. Such heightened awareness is especially important as the
study highlights how stress can magnify the effects of these factors. With these results, both
instructors and students are given a sort of proactive advantage because they can prepare for
the occurrence foresee it identify whatever challenges or obstacles may be that could hinder
academic success as well as overall well-being. Thus, the research serves as a kind of guide
that enables these parties better to cope with the negative effects of stress and ultimately create
a more resilient and adaptive educational environment.
Nevertheless, while research highlights the preeminent role of family dynamics in
shaping students’ academic achievement and well-being under stressful conditions, it is also
equally important to avoid neglecting other factors. Though not significantly strong in this
particular research, factors like perception, environment, and relationships should still be
considered. These secondary factors also bear relevance for shaping the otherwise overall
student experience in a university setting, and it should be recognized that these findings

depend on quantitative analysis of responder answers. Only if we take into account the possible
effects of perception, environment, and relationships can our vision be comprehensive enough
to encompass all aspects that may either help or hinder academic success and personal well-
being. However, even if these factors do not turn out to be the predominant influences in this
research, their subtle importance should not underated either and it is necessary to consider a
wider range of multidimensional aspects affecting university students’ educational path
concerning the general quality of life.
5.3 RECOMMENDATION
The result of the research is to raise awareness among university students about how to
deal with stress in order to improve academic performance and well-being. Knowledge of how
to deal with stress is an especially significant determinant of how effectively university students
plan and address their stress problems. As we begin our research into how stress affects
academic performance and well-being, identifying problems and offering practical solutions is
crucial. Create an effective learning environment in which students work together to
demonstrate a commitment to academic performance and well-being. The stresses of university
life may create a complex relationship between stress, academic performance, and well-being.
To solve this complex problem, focus on independent variables such as family, perception,
environment, and relationships.
It is critical to find out how stress impacts academic achievement and well-being. It is
important to maintain the funding continuing research to stay educated about the shifting
relationship between stress and academic performance and wellbeing in order to guarantee that
mental health students receive the academic support they require to succeed. As a result, it has
been demonstrated that great support from family members should be adaptable for university
students to keep the pressure away in order to ensure that students can build strong relationships
between family fluctuations and that it has a positive impact on their academic performance
and wellbeing.
Family has a strong emotional impact on students' confidence and stress levels. While
stressed relationships habits may contribute to stress and have an influence on wellbeing and
academic performance, strong support can act as a hedge against it. Furthermore, educational
objectives and stress reactions are influenced by cultural ideals around achievement that are
passed down through families.

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Perception is a part of universities student’s stress. Students' perceptions of academic
stress, self-efficacy beliefs, and coping techniques all have a substantial impact on how they
respond to problems. Understanding these perspectives allows us to design treatments that help
students handle stress effectively. This research can be used to inform targeted interventions
such as workshops on positive peer relationships and communication, peer mentoring
programmes, and culturally appropriate mental health resources, encouraging an environment
in which student success is based not only on academic seriousness, but also on healthy
friendships and also can build strong support networks between friends in campus or class.
Campuses at universities are the perfect environment for a wide range of stressors. Student
stress can be increased by campus noise, a lack of green space, and financial demands. Creating
a positive environment with readily available resources, social connections, and stress-
reduction alternatives, on the other hand, can create a great environment for well-being.
Relationships are both stressors and vital support systems. Students can develop ways to cope
and emotional resilience through open communication, positive solutions to conflicts, and
strong social bonds within families and peer groups. In contrast, strained relationships may
increase stress and have a negative impact on well-being.
5.4 SUMMARY
The academic performance and well-being of university students are disrupted because
of stress. This statement can be proven by the results of a research that has been conducted
among universities’ students and distributed randomly to get their feedback. Family,
perception, environment and relationships are problems that occur stress. These problems will
affect universities students' academic performance and well-being process. The relationship
between these four independent variables is significant to academic performance and well-
being process, showing that most universities students are openly exposed in this generation.
It also clearly illustrates that some of stressors majorly cause stress and affect academic
performance and well-being and has been agreed by most of universities’ students. Conclusions
can be made after looking at the feedback given by the students by answering the questions
given.
Mentioned research findings and their efficiency to respond to objectives outlined
studies are discussed in this chapter. Discussions are also used to clarify how each idea relates
to earlier literature investigations. As a result, university’s students should be aware the known

stressors to avoid getting stress which could impact their studies and well-being process.
Lessons from this study, there are some stressors that should be avoid ensuring the best
academic performance and well-being.
In terms of variable correlations, we use multiple regression analysis to identify and
answer research questions, as well as to achieve research objectives, which is to determine the
relationship between stress towards academic performance and well-being of university
students. Based on the findings, we determined that the stressor of family is significant based
on the analysis that was performed. This demonstrates that changes in family section will have
an impact on the stress level.
Therefore, there are several limitations in this study that have been identified through
the discussions that have taken place. The study does not cover all Malaysian universities’
students because only 84 people were sampled. The scope of the study needs to be expanded
further by increasing the number of students as a sample can be conducted to obtain findings
that better represent knowledge about the relationship between stress towards academic
performance and well-being. Furthermore, future research may gather information on
respondents' job status, such as whether they have a permanent contract or are on a fixed term
contract, as this could influence their risk confidentiality. In addition, examining the common
knowledge to identify how well their awareness level about major stressors that could be
avoided to perform in academic and well-being settings.

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