The International Journal of Indian Psychology

ISSN 2348-5396 (e) | ISSN: 2349-3429 (p)

Volume 3, Issue 3, No. 4, DIP: 18.01.068/20160303
ISBN: 978-1-365-03420-6
http://www.ijip.in | April - June, 2016

Stress and Academic Performance

Veena N 1*, Shailaja Shastri 2

ABSTRACT

The study was undertaken to identify the sources of stress among students of high and low
academic performance. The questionnaire was administered on 656 pure science and applied
science under graduate students from Bangalore city. Academic performance is referred to the
end-term results in the previous semester. The tool used for the present study was Stressful Life
Events Inventory - Student form (Rao, 1986). The findings of the study showed that majority of
the students’ perceived education as more stressful. High and low academic performing students
as well as pure and applied science course students differed significantly on sources of stress.
Implications and suggestions of the study were discussed with teachers and an enrichment
program on stress management was employed.

Keywords: Sources of stress, Academic performance, Pure and applied science.

Anything that poses a challenge or a threat to our well-being is stress. Some stresses get us
going and they are good for us - without any stress at all many say our lives would be boring and
would probably feel pointless. However, when the stresses undermine both our psychological
and physical health, they are bad. Students are subjected to different kinds of stressors, such as
the pressure of academics with an obligation to succeed, an uncertain future and difficulties of
integrating into the system. The students also face social, emotional and physical and family
problems which may affect their learning ability and academic performance (Fish & Nies 1996;
Chew-Graham, Rogers, & Yassin 2003). Too much stress can cause physical and mental health
problems, reduce students’ self-esteem and may also impinge on students academic performance
(Silver & Glicken 1990; Niemi & Vainiomaki 1999). In recent years there is a growing
appreciation of the stresses involved in education system. (Cited in Sreeramareddy et al., 2007).
Sometimes parents, faculty and others tend to idealize their college experience and remember it
as that idyllic time when they had few worries or responsibilities.

For students currently attending college, however, the process is often stressful and frustrating.
The competition for grades, the need to perform well, relationships, career choices, and many
1
Assistant Professor, P.G. Department of Psychology, Jain University, Bangalore, Karnataka
2
Professor and Head, P.G. Department of Psychology, Jain University, Bangalore, Karnataka
*Responding Author
© 2016 I N Veena, S Shastri; licensee IJIP. This is an Open Access Research distributed under the terms of the
Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted
use, distribution, and reproduction in any Medium, provided the original work is properly cited.
 Stress and Academic Performance

other aspects of the college environment cause stress. Before condemning stress outright, we
need to understand that stress is only harmful when it is excessive. Much of the stress that we all
experience is helpful and stimulating. The challenges of life tend to be stressful and an attempt to
avoid stress completely would lead to a rather boring existence. The problem comes when you
experience too much stress. Although some stress reactions are part of deeper and more serious
emotional problems, many are not, and can be handled with relatively simple counseling and
stress-management techniques. The lifetime prevalence of depression, anxiety, and stress among
adolescents and young adults around the world is currently estimated to range from 5% to 70%,
with an Indian study reporting no depression among college going adolescents. (Sahoo & Khess
2010).

Whitman et al., (1985) cites stressful events can be appraised by an individual as "challenging"
or "threatening" (Lazarus 1966). When students appraise their education as a challenge, stress
can bring them a sense of competence and an increased capacity to learn. When education is seen
as a threat, however, stress can elicit feelings of helplessness and a foreboding sense of loss. A
critical issue concerning stress among students is its effect on learning. The Yerkes-Dodson law
(1908) postulates that individuals under low and high stress learn the least and that those under
moderate stress learn the most. A field study and laboratory tests support the notion that
excessive stress is harmful to students' performance. Some of the reasons why students perceive
stress are time pressure and the need to perform well in the exams (Erkutlu & Chafra, 2006).
Other reasons why stress can occur are the fear of academic failure (Kolko, 1980) too many
assignments or the competitions with other students (Fairbrother & Warn 2003). Mainly the
period before the exams is perceived as highly stressful by students (Nandamuri & Ch, 2011).
Stress leads to a detrimental academic performance at the university (Sloboda, 1990). Bennett
(2003) reports a similar finding in his study and points out that stress is significantly correlated
with poor academic performance. Elias, Ping & Abdullah, (2011) mentioned that studies show
that especially undergraduate students have to handle the possible negative effects of stress
concerning their academic achievements. (Cited in Rucker 2012).

As cited in Pfeiffer (2001), there have been many studies (Schafer, 1996; Fisher, 1994; Altmaier,
1983; Greenberg & Valletutti, 1980), which have reported strong relationship between stress and
college students. Some individuals are more sensitive to some stressors than others; so, the
person’s characteristics and behavior patterns must be looked at to determine their importance
and their vulnerability to stress. The experience of stress in humans is universal, but there are
also marked individual differences in how stress is experienced. Stress has been known “to be
the fuel the body uses to meet the challenges of our fast-paced modern life; for others, it is the
aversive by-product of such a life” (Altmaier, 1983). Stress has been associated with major life
events, daily life hassles, and changes in life. Stress is created by excessive environmental and
internal demands that need constant effort and adjustment. One important factor to consider
when researching stress is to explore which sources of stress are beneficial and which sources are
detrimental (Ross et al., 1999). Some individuals are more sensitive or prone to some stressors

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 Stress and Academic Performance

than others. Stress is caused by environmental and internal demands that need to be adjusted
continuously. These environmental and internal demands will vary from person to person. In
2006 NIMHANS study says 5,857 students committed suicide owing to exam stress. As cited in
Petroff (2008) stress had a negative impact on academic success among college students
(Andrews & Wilding, 2004; De Meuse, 1985; Shields, 2001; Struthers et al., 2000). Therefore
the present study examined the sources of stress among college students in relation to academic
performance, discipline/ course and gender in Bangalore city.

Objective of the Study

The objectives of present study were as follows-
• To determine the differences between high and low academic performing students
sources of stress.
• To determine the sources of stress between pure and applied science course students.
• To determine the differences in the sources of stress between boys and girls.

Operational definition
Academic performance
The performance of the students in II/III/ IV semester end term examination is considered as
academic performance. The students’ marks on final examination (based on theory, practicals
and internal assessment) were obtained from the educational institution/students marks sheet.
The educational institution considers student’s marks based on the percentage they have scored
in the semester end term examination, where a score of 70% and above are considered
distinction, 50% and below are considered as pass class. In the present study the same criteria is
considered to determine the academic performance grades. The students who have scored 70%
and above are considered as “high academic performers/grades” and 50% and below are
considered to be “low academic performers/grades”.

Pure science and applied science

The students are drawn from two disciplines (pure science course and applied science course).
Where pure science students are from undergraduate colleges, studying in II/III/IV semester
B.Sc. and have opted Physics, Chemistry, and Mathematics (PCM) combination, affiliated to
Bangalore University. Applied science students are from undergraduate colleges, studying in
II/III/IV semester B.E and who have opted computer science and information technology,
affiliated to Visweshwaraya Technological University.

Hypotheses
The specific hypotheses formulated were:
1. High and low academic performers do not differ significantly on sources of stress.
2. Pure science and applied science course students do not differ significantly on sources of
stress.
3. Boys and girls do not significantly differ on sources of stress.

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 Stress and Academic Performance

METHOD
Participants
Participants comprised of 656 college students aged between 19-23 years. Three science
undergraduate colleges and five engineering colleges in Bangalore city were considered for the
present study. Among these participants, 48% were from pure science course and 52% were from
applied science course. Boys constituted 47% and girls 53%. High academic performers
constituted 38%, and low academic performers made up 22% of the total number of participants.

Tools
The tool used for the study was stressful life events inventory (Student form), Rao (1986). It
was open ended and consisted of 56 discrete events covering seven different areas of
stress (Educational, heterosexual, family, financial, health, bereavement, and miscellaneous
stress). Dimensions of desirability (positive, neutral and negative) and controllability (within and
beyond control) were measured. The distress for each item experienced was rated on a 5 point
scale from no distress (0) to severe distress (5). The reliability of the test using Cronbach’s
alpha was 0.75. This scale was developed for college students in Indian context.

Socio Demographic Profile

The data sheet was prepared to elicit information relevant to the study – age, education, gender,
class, college and family income – from the respondent.

Procedure
The researcher obtained the permission from the educational institution to collect the data from
the students. Participants were recruited by class as a unit and groups of 35-40 students filled out
the questionnaires. Prior to responding to the questionnaires, the consent form was filled and an
interactive orientation briefing was organized with students regarding the purpose of the study
and the need to answer all the questions frankly.

RESULTS AND DISCUSSION

The present study investigated the sources of stress among pure and applied science course
students (course differences), academic performance (high, average and low) and gender
differences. Total fifty six stressors, divided into educational, heterosexual, family, financial,
health, bereavement and miscellaneous were assessed in the current study. The responses of the
students were analyzed to meet the objectives of the study. Descriptive statistics, Mann-Whitney
U, and Kruskal Wallis tests were used to analyze the results.

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 Stress and Academic Performance

Graph 1: Distribution of sources of stress among the respondents.

Graph 1 shows the results on different sources of stress among college students. The graph
shows that the overall/total and educational stressor was reported as important source of stress.
The mean total stress score among applied science discipline is 7.12 and pure science is 6.36, the
overall stress score is 6.75, therefore it can be said that applied science/engineering students
reported experiencing more stress as compared to their counterparts.

In the current study, appearing for examination, failing in examination, change of teacher was
reported as important educational /academic stressor. As cited in Elias et al., 2011, Past research
has also found sitting for examinations as a source of stress for students (Fan &Wang, 2001; Li
& Lin, 2003), Brake in friendship, beginning a serious relationship was reported more under
heterosexual stressor, changing house, family member leaving the house, mother started working
was an important source of stress under family, borrowing the money, loosing important
personal belonging was reported more under financial stressor, illness in the close family
member, minor physical illness requiring few days off from college was reported as an source of
health stressor, death of relative and pet was more under bereavement stressor, under
miscellaneous stressor taking alcohol and smoking was reported as a source of stressor.

Zawawi et al., (2012) cites that stress are commonly noted among university students (Towbes &
Cohen, 1996) as they are required to juggle many things at the same time including maintaining
good results and adjusting to the new social environment. Towards the end of their study, other
issues such as the need to land on good jobs adds to the existing ones, creating a higher level of

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 Stress and Academic Performance

stress (D'Zurilla & Sheedy, 1991). In general, students reported more stress in educational stress
and overall/total stress. As cited in Pfeiffer (2001), there have been many studies (Schafer, 1996;
Fisher, 1994; Altmaier, 1983; Greenberg & Valletutti, 1980), which have reported strong
relationship between stress and college students. Abouserie, (1994); Kohn & Frazer, (1986)
report that students experience academic stress predictably, with the greatest sources of
academic stress being found in taking and studying for exams and with respect to grade
competition and the large amount of content to master in a small amount of time. According to
Essandoh, (1995) Psychological distress is reported especially among those who fail to succeed
academically. (Cited in Misra et al., 2004). University provides students’ tertiary education and
psychosocial development (Tao et. al, 2000). Besides pursuing knowledge in university, a
student also gets to socialize with different kinds of people and undergo psychological
development. Studies show that entering university may bring strain or stress (Gall, Evans, &
Bellerose, 2000). This is because university students face a changing education system, lifestyle,
and social environment. University students need to reach certain levels of academic
achievement to graduate. The academic achievement is determined by their performance during
classroom activities, assignments, presentations and examinations (Ong, Bessie, & Cheong,
2009). This means that they are evaluated throughout the semester. (Cited in Elias et al., 2011).

Testing of Hypothesis 1
High and low academic performing students do not significantly differ on sources of stress.
To test the significance difference in sources of stress among high and low academic performing
students, Kruskal Wallis test was computed. The results are presented in Table 1.

Table 1 Shows Descriptive statistics and Kruskal Wallis test values on different sources of
stress between high and low academic performing students.
Sources of Academic performers
P value
stress High Low (N=141) Chi Value
Mean ± SD
Educational 2.33±1.57 3.06±1.37 30.92 <0.000**
Heterosexual 0.84±1.20 0.98±1.36 1.085 0.581
Family 0.71±1.28 0.88±1.09 7.274 0.026*
Financial 1.10±1.29 1.32±1.31 5.556 0.062
Health 0.89±1.16 0.93±1.15 4.356 0.113
Bereavement 0.65±0.04 0.51±0.80 1.931 0.381
Miscellaneous 0.16±0.43 0.33±0.62 13.022 <0.001**
Total 6.40±5.00 8.03±4.74 19.031 <0.001**
*<.005 (significant at 0.05) ** p<.001 (Significant at 0.01)

The chi square values clearly indicate that the sources of stress differ significantly between high
and low academic performing students. Therefore, the null hypothesis is rejected and alternate

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 Stress and Academic Performance

hypothesis is accepted, which states that there is a significant difference in educational, family,
miscellaneous and overall sources of stress between high and low academic performing students.
This finding is in line with the past researches (Elias et al., 2011; Choi, Abbott, Arthur & Hill,
2007; Rafidah, Azizah & Noraini, 2007). Bennett (2003) reported that stress is significantly
correlated with poor academic performance. (Cited in Elias et al., 2011). Studies have found that
exams, exam results, and studying for exams were among the highest causes of stress in students
(Parisi 2011). Struthers and colleagues, as cited in Petroff (2008) found that stress inversely
predicted course grades at the end of the academic year. High stress levels are associated with
low academic achievement (Andrews & Wilding, 2004; Chemers et al., 2001). It is found that
stress affects students’ academic achievement (Elliot et al., 2005; Choi, Abbott, Arthur & Hill,
2007; Talib & Rehman ,2012). Students complained of feeling stressed academically when it
comes to facing exams and grade competition and having too much information to study yet
insufficient time to master the knowledge (Carveth, Gesse & Moss, 1996). Kumari & Gartia
(2012) found a positive correlation between stress and academic achievement. Kauts & Sharma
(2009) found in their study that low-stress students performed better than high-stress students,
meaning thereby that stress affects the students' performance. Stress is related to academic
achievement (Bentley et al., 1980)

Testing of Hypothesis 2
Pure science and applied science course students do not differ significantly on sources of stress.
To explore the significance of differences on sources of stress among pure science and applied
science course students Mann Whitney U test was computed and the results are presented in
Table 2.
Table 2 Shows Descriptive statistics and Mann Whitney U test on sources of stress among pure
and applied science course students.
Course / Discipline
Sources of stress Pure science (N=339) Applied science (N=317) P value
Mean ± SD
Educational 2.49±1.40 2.67± 1.57 0.257
Heterosexual 0.79±1.17 0.91±1.25 0.132
Family 0.68±1.16 0.76±1.18 0.208
Financial 1.07±1.34 1.18±1.27 0.088
Health 0.76±1.12 0.92±1.19 0.041**
Bereavement 0.39±0.67 0.42±0.69 0.573
Miscellaneous 0.17±0.49 0.25±0.61 0.063
Total 6.36±4.91 7.12±4.99 0.018**
** p<.001 (Significant)

Table 2 shows the results of two groups who opted for two different courses (Pure and applied.)
with regard to sources of stress. The results indicate a statistically significance difference in
health and overall stress among pure science and applied science course students. It can be

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 Stress and Academic Performance

inferred that applied science course students experience more stress compared to pure science
course students. Hence we reject the null hypothesis and accept the alternate hypothesis which
states pure science and applied science course students differ significantly in sources of stress.
The findings of this study are in consonance with the study conducted by Singh & Singh (2008).
Womble (2003) in his study cites health-related factors like, nutrition, and amounts of sleep were
found to have a great influence on students (Trockel et al, 2000). Stress associated with academic
activities has been linked to various negative outcomes such as poor health (Greenberger, 1981;
Lesko & Summerfield, 1989), depression (Aldwin &Greenberger, 1987), and poor academic
performance (Clark & Rieker, 1986; Linn & Zeppa, 1984). For example, Lesko and Summerfield
(1989) found a significant positive correlation between the incidence of illness and the number of
exams and assignments. Similarly, Aldwin & Greenberger (1987) found that perceived academic
stress was related to anxiety and depression in college students. (cited in Kamarudin et al., 2009).
But Bataineh (2013) in his study found that there were no significant differences in academic
stress among students with different, level of study and specializations.

Testing of Hypothesis 3
Boys and girls do not significantly differ on sources of stress.
To explore the significance difference between gender and sources of stress, Mann Whitney U
test was computed and the results are presented in Table 3.
Table 3 Descriptive and Mann Whitney U test scores for sources of stress between boys and
girls.
Boys (N=305) Girls (N=351)
Sources of stress p value
Mean ± SD
Educational 2.97±1.54 2.24±1.36 0.000**
Heterosexual 1.06±1.37 0.68±1.03 0.001**
Family 0.84±1.24 0.62±1.10 0.001**
Financial 1.35±1.38 0.94±1.20 0.000**
Health 0.91±1.24 0.79±1.07 0.402
Bereavement 0.45±0.75 0.37±0.62 0.427
Miscellaneous 0.39±0.74 0.06±0.24 0.000**
Total 7.96±5.49 5.70±4.18 0.000**
** p<.001 (Significant)

The results reveal that there is a significant difference in sources of stress among boys and girls.
A similar trend of conflicting results has been found with investigation of stress and gender
differences. Misra et al., 2004; Roddenberry, 2007; Acharya (2003) reported a significant gender
difference in terms of stress. As cited in Petroff (2008) Dusselier and colleagues indicated that
females perceived more stress than males and that personal behaviors and relationship conflicts
contributed to stress. Sulaiman et al. (2009) found in their study that “female students have
different stress compared to the male students. Gentley et al. (2007), results suggest that
significant gender differences exist in the experience of stress (as cited in Calaguas 2011).

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 Stress and Academic Performance

CONCLUSION
The most frequently occurring stressor was related to educational and overall/total domain. The
findings of the present study indicate that High and low academic performing students differed
significantly on educational, family, miscellaneous and overall sources of stress. Pure and
applied science course students differ significantly on health and overall sources of stress.
Gender differs on sources of stress. There is a need to address these stressors by education
institution as well as by psychologists. As cited in Priya & Bisen (2012) the amount of stress
experienced may be influenced by the individual's ability to effectively cope with stressful events
and situations (D'Zurilla & Sheedy, 1991). If stress is not dealt effectively, feelings of loneliness
and nervousness, as well as sleeplessness and excessive worrying may result. It is important that
stress intervention programs be designed to address stress of college students. However, in order
to design an effective intervention, the stressors specific to college students must be determined
(Wright, 1967). Therefore students should be helped with different strategies to improve their
ability to cope with a demanding course system and also there is a need to bring a change in the
course and also evaluation system in the education scenario. Also coping strategies, that is,
dealing with one's own thoughts and feelings, can be facilitated by accessible professional and
peer counseling, student support groups, and adequate faculty advising.

IMPLICATIONS
Stress is necessary to challenge students to learn. Approaches are needed that reduce the negative
aspects of stress (distress) which lessen students' learning and performance. The key to reducing
distress is providing students with a feeling of control over their education, information about
what to expect, and feedback regarding what can be done to improve their performance. Students
who do not feel helpless will adopt their own coping strategies. There are several interventions
that can be used to cope with stress. There are varieties of coping skills that can be introduced to
help students cope with stress. In order for students to eliminate the negative stress that they
have, they need to identify the source of the stressor(s). The coping skills that are selected by the
student need to be techniques that fit their personal needs. “The widespread prevalence and
negative impact of stress on students necessitates the development of effective, efficient
programs for stress management” (Altmaier, 1983). (Cited in Pfeiffer, 2001). Brown (1992)
offers even more specific suggestions to counselors and university staff for helping students
reduce their levels of stress: teach students that stress can be more manageable if it is distributed
across the semester, engage students in solving stress by examining which situations have been
stressful for them in the past, help students deal with the everyday problems of time management
that lead them to procrastinate, and help students develop and maintain the motivation and
appropriate behavior to reach long-term goals. (Cited in Dwyer et al., 2001).

LIMITATIONS OF THE STUDY

This study has some limitations that merit consideration. Namely,
1. The population is limited to pure and applied science course students in Bangalore city.

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 Stress and Academic Performance

2. The participants in this study were from middle to upper-middle class and upper class
backgrounds residing in urban environment. Therefore these results can be generalized to
similar population only.
3. Only quantitative method is utilized.

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