Stress was something that caused anxiety or depression.

It came from

school, church, or even home. Researchers Porwal and Kumar (2014) found

that students faced a lot of stress related to their studies, such as homework,

tests, and competitions. Students also struggled to balance their academic

responsibilities, social life, and time management.

Some stress was actually good for students, motivating them to be

more productive. But too much stress was bad for their well-being. Students

were especially prone to stress because of the pressure to succeed (Noson &

Shastri, 2016). Stress negatively affected academic performance and created

a cycle of increasing stress and declining results (Kötter et al., 2017).

Motivation was key to academic success. When students were motivated,

they tended to do better in school (Bruinsma, 2004). Research showed that

stress negatively affected emotional intelligence and academic performance

(Ranasinghe et al., 2017). However, other studies suggested that stress may

not have had a big impact on academic performance (Bello & Gumarao,

2016).

Researchers found that students' motivation was closely linked to their

academic success (Fereidooni-Moghadam et al., 2017). When teachers were

and did better in school (Bolkan et al., 2015).

Stress was a major factor that affected students' academic performance.

Research by Crego et al. (2016) showed that academic stress could hurt

students' performance. Another study by Kötter et al. (2017) found that

increased stress led to decreased performance, creating a cycle of increasing

stress and declining results.

These findings highlighted the significant relationship between stress and

academic achievement. Bello and Gumarao (2016) studied the connection

between students' stress levels, coping strategies, and academic

performance. They found no direct link between stress levels and academic

performance. However, they discovered that students who used avoidant

coping strategies tended to perform worse academically.

Motivation was also crucial for academic performance (Fereidooni-moghadam

et al., 2017). Motivation predicted academic success (Dogan, 2017). Higher

motivation led to better academic achievement (Kori et al., 2016). Dogan

(2017) evaluated how student engagement, academic self-efficacy, and

academic motivation affected academic performance. The results showed

academic performance.

Financial stress affected students' academic performance and graduation

rates, according to Grad Author (2022). Students who worried less about

money tended to do better in college and were more likely to graduate. On

the other hand, students who were stressed about finances did worse in

school and were more likely to drop out.

Some students from low-income families faced financial problems, such as

lacking financial resources (Daud et al., 2018). These students relied on

loans, scholarships, or their families' income. Some even had to work part-

time jobs to support themselves.

Daud et al. (2018) noted that students without financial resources struggled

greatly, and their academic performance suffered. These students had no

savings and didn't want to borrow money, fearing debt.

performance. To overcome these issues, many students took part-time jobs,

working long hours. However, this led to negative effects on their academic

performance, as they had less time to study.

Asri et al. (2017) found that students from low-income families faced

additional challenges, such as needing to work to support their families and

being unable to afford learning materials. These financial problems ultimately

impacted their academic performance.

Asri et al. (2017) also found that poor financial management caused stress,

affecting daily life, health, and well-being. Students struggled with financial

problems, feeling anxious and dizzy, which hurt their academic performance.

A study in Kenya explored how gender influenced stress and coping

strategies among university students (Misigo, 2015). The findings showed

that female students reported higher stress levels than males. Women coped

with stress by seeking help, while men used negative strategies like drinking

and drugs.
Academic resilience was important for students to adapt to challenges and

perform well. Resilient students overcame difficulties by adjusting to their

environment (Trigueros et al., 2020c). Emotions played a key role in building

resilience, promoting well-being and motivation (Ahmed et al., 2018).

Resilience protected students from negative emotions and supported

academic success (Cassidy, 2016).

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