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

   

Added on  2024-07-04

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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
The Relationship Between Stress Toward Academic Performance And The Well-Being Of University Students_1

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
The Relationship Between Stress Toward Academic Performance And The Well-Being Of University Students_2

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
The Relationship Between Stress Toward Academic Performance And The Well-Being Of University Students_3

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
The Relationship Between Stress Toward Academic Performance And The Well-Being Of University Students_4

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.
The Relationship Between Stress Toward Academic Performance And The Well-Being Of University Students_5

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
The Relationship Between Stress Toward Academic Performance And The Well-Being Of University Students_6

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
The Relationship Between Stress Toward Academic Performance And The Well-Being Of University Students_7

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.
The Relationship Between Stress Toward Academic Performance And The Well-Being Of University Students_8

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