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Effect of Perceived Academic Stress

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 FWU Journal of Social Sciences, Wint er 2013, Vol. 7, No. 2, 146-151 146

Effect of Perceived Academic Stress o Stude ts’ Perfor a ce

M ussarat Jabeen Khan

G. C. Universit y, Lahore

Seema Altaf and Hafsa Kausar

Int ernat ional Islamic Universit y, Islamabad

Current st udy explored t he effect of academic st ress on st udent s’ performance and the impact of
demographic variables like gender, age and educat ional level. A sample of one hundred and fift y st udents
was t aken from different universit ies locat ed in Islamabad. Sevent y- five respondent s were males and the
remaining sevent y-five were females. The result s showed sig ifi a t effe t of a ade i st ess o stude t’s
performance. There was a non-significant difference bet ween male and female universit y st udent s on
scores on the Perceived St ress Scale (PSS). A significant difference bet w een junior and senior student s was
found on t he PSS. Academic st ress was found t o be higher in younger st udents t han older st udent s. There
was a non-significant difference on PSS scores among st udent s when st ress was measured at t he beginning
and at t he end of t he semest er.

Keywords: academic st ress, performance, juniors, seniors

St ress arises when t here are burden on t he person
which exceed his available asset s. If st ress is harsh and
ext ended, it can lessen academic performance, hinder wit h a
st ud e t’s apa ilit t o involve in and add t o campus life, and
raise t he probabilit y of substance abuse and other pot ent ially
dest ruct ive behaviors (Richlin-Klonsky & Hoe, 2003).
Researchers (Vermunt & St eensman, 2005; Topper,
2007; M alach-Pines & Keinan, 2007) have defined st ress as
t he insight of incongruit y bet w een environment al burden
(st ressors) a d pe so ’s abilit y t o fulfill t hese demands.
Researchers usually define st ress as t he undesirable response
people have t o ext reme st rain or ot her sort of burden placed
on t hem. St ress occurs when a person deal wit h a situat ion
t hat t hey recognize as irresist ible and cannot manage. 
In an advanced educat ional organizat ion such as
Universit y (Smit h, Johal, Wadswort h, Smit h & Pet ers, 2000)
where t he load placed on st udent s is based on t ime lim it
and difficult y t o st and out in t est s or examinat ion, st udent s
are prone t o experience st ress. Researchers (M alach-Pines &
Keinan, 2007; Ongori, 2007; Agolla & Ongori, 2009.; Agolla,
2009) have long recognized st ress sympt oms as loss of
energy, elevat ed blood pressure, depressed mood , increase
in craving, difficult y in concent rat ing, impat ience,
nervousness and st rain .
One model t hat is valuable for underst anding stress
among universit y st udent s is t he Person-Environment M odel
(M isra & M cKean, 2000). This model suggest s that individuals
can consider st ressful event s as demanding or frightening.
Percept ion of educat ional goals as a challenge brings st ress
and in turn this stress creat es a sense of compet ence and
enhanced learning capabilit y. However, percept ion of
Correspondence concerning this article should be addressed to
M ussarat Jabeen Khan Ph.D Scholar Department of Psychology G. C.
University, Lahore. Email: mussaratjabeenkhan@yahoo.com
educat ion as a t hreat brings such st ress which brings fort h
hopeless and a foreboding sense of loss, t hus leading t o
lower academic achievement .
St ress is considered t o e a pa t of stude ts’ life and can
impact t he student s coping st rat egies in accordance wit h t he
demands of academic life. This is so because academic work
is always accomplished wit h st ressful act ivit ies (Agolla &
Ongori, 2009). Student s report ed t heir experience of high
academic st ress at predict able t imes in each semest er which
result s from preparing and t aking exams, class ranking
compet it ion, and mast ering huge amount of syllabus ina
comparat ively very small amount of t ime (Rawson, Bloomer,
& Kendall, 1999).
Among college st udent s, a st rong relat ionship is found
bet ween st ressful life event s and reduced academic
performance as well as t here is a link bet ween healt h r elat ed
qualit y of life and st ress (Dusselier, Dunn, Wang, Shelley &
Whalen, 2005; M isra & M cKean, 2000). Undergraduat e
st udent s st at ed that st ress was t he most common f act or
among all healt h fact ors which impact t heir academic
performance, as st ress harmfully affect s physical and
psychological healt h (Dwyer & Cummings, 2001). Wint re and
Yaffe (2000) concluded that high level of st ress during t he
first year of college forecasst lower level of overall
adjust ment and can make t he st udent s more suscept ible t o
many social and psychological problems, t hus leading t o a
lower grade point average (GPA) in t he final year. M any
st udies have addressed t his issue and it was found t hat many
psychological problems, such as depression, anxiet y, and
st ress have an impact on t he studenst academic
achievement . W illiamson, Birmaher, Ryan, and Dahl (2005)
report ed t hat in anxious and depressed youth, st ressful life
event s are considerably elevat ed which in t urn lead to low
performance in academics.

Khan, Alt af and Kausar
No a da ’s st ress has become an import ant subject
mat t er in research studies in academic circle as well as in our
societ y. This research was conduct ed t o st udy t he effect of
academic st ress on st udents’ performance. Academic st ress
among student s has long been a t opic of research study and
researchers have recognized different important stressors
which include excessive assignment s, unhealt hy compet it ion
among class student s, fear of failure in educat ional
achievement and lack of pocket money (Fairbrot her & Warn,
2003), poor int erpersonal relat ionships in class or wit h
lect urers, and family problems. Among Inst it ut ional level
st ressors are overcrowded lect ure halls, (Ongori, 2007;
Awino & Agolla, 2008), the semest er syst em, and insufficient
resources t o perform academic work. Kumar and Jejurkar
(2005) concluded in t heir st udies t hat academic fact ors were
mainly responsible for a higher level of st ress among
undergraduat e st udent s. St udent s experience st ress due t o
different many fact ors including issues of t ime management ,
financial mat t ers, int eract ion wit h lect urers, personal
subject ive goals, social behavior, adjust ment in t he academic
cult ure lack of support syst em (Wilks, 2008), admission
process, high expect at ion of parent s, curriculum comprised
of complex concept s, unsuit able school t imings, unbalanced
st udent -t eacher rat io, physical environment of classroom,
unhealt hy st udent t eacher int eract ion, hard and fast rules of
discipline, t oo many or complex assignment s, t eaching
met hodology, u o e ed tea he ’s attitude a d
overemphasis on weaknesses rather t han acknowledging
st rengt hs (M asih & Gulrez, 2006). Academic st ress arises
when academic relat ed demands exceeds t o t hose available
resources t o an individual which he/ she adapt s. (Wilks,
2008). And t his st ress must not be overlooked as it negat ively
affect s the general adjust ment of t he student s. (Hussain,
Kumar, & Husain, 2008).
M isra and Cast illo (2004) conduct ed a st udy, in which
t hey concluded t hat percept ion and react ion t o st ress is
different in bot h genders i.e. male and female while
Jogarat nam and Buchanan (2004) found a significant
difference bet ween male and female st udents on the t ime
pressure fact or of st ress. Sulaiman, Hassan, Sapian and
Abdullah (2009) studied t hat males and female st udent s
experience different level of st ress and an explanat ion may
be because females are more likely t o be emot ional t han
males in react ion t o t heir environment .
Hypotheses
To explore t he effect of academic st ress on st udents’
performance t he following hypot heses were formulat ed and

t est ed.
Academic st ress effect s st udent s’ performance.
 Academic st ress will be higher in female st udent s

as compared t o male st udent s.
Academic st ress will be higher in younger st udent s
t han older student s.
147
 Academic st ress will be higher in less qualified
st udent s (junior student s) t han highly qualified

st udent s (senior student s).
Academic st ress will be higher among st udent s at
t he end of semest er t han at t he beginning of
semest er.
M ethod
Instrument
Sheldo Cohe ’s Perceived St ress Scale (Cohen, Kamarck
& M ermelst ein, 1983) is a measure of t he degree t o which
situatio s i o e’s life a e app aised as st essful. It has 10
it ems. It uses a poi t ati g s ale a gi g f o 0 to .0
= Never, 1 = Almost Never, 2 = Somet imes, 3 = Fairly Of t en, 4
= Very Oft en. It ems 4, 5, 7 and 8 are reversed scored. The
reliabilit y of “heldo Cohe ’s Pe ei ed “t ess “ ale
according t o different researchers is .78 (Cohen &
Williamson, 1988), .89 (Robert i, Harringt on & Storch, 2006)
and.83 (Gonzalez & Ladero, 2007).
Sample
The sample consist s of 150 universit y st udents,
purposively select ed from different universit ies locat ed in
Islamabad, i.e., Quaid-e-Azam Universit y Islamabad, Bahria
Universit y Islamabad, Air Universit y Islamabad and Riphah
Int ernat ional Universit y Islamabad. Among t hese, 75
part icipant s were male st udent s and 75 were female
st udent s. The age range of t he sample was 18 t o 25 years.
Procedure
The dat a was collect ed by administ ering t he scale in a
group t o t he st udent part icipants. The respondent s were
inst ruct ed t o complet e t he scale by giving a response t o
every it em of scale. Informed consent was t aken and all t he
respondent s were assured t hat t he data w ould be kept
confident ial. Their percent ages of p e ious se este ’s e a
were t aken as measure of academic performance. Aft er
get t ing dat a, scoring and analysis were done.
Results
Table 1
Linear Regression Analysis showing Academic st ress as t he
predict or of stude t’s perfor a ce (N=150)
M odel B SE  t p
Const ant 1.99 .12 16.37 .000
Academic st ress -.02 -.01 -.19 2.34 .020
R2 = .30
∆R2 = .30
Table 1 show t hat academic st ress predict s stud e t’s
performance. The ∆R2 value of .30 indicat es t hat 30 %
variance in t he dependent variable which is stude t’s
performance can be account ed for by t he predict or which is
EFFECT OF PERCEIVED ACADEM IC STRESS 148

has a significant negat ive effect on stude t’s pe fo a e (

t he academic st ress wit h F = 5.49, p < .001. Academic st ress Discussion

= -.19, p <.001). Present research st udied t he effect of academic stress

on stud e t’s pe fo a e a d the o se ue es of so e
Table 2 demographic variables like gender, age, educat ional level and
M ean St andard Deviat ion and t -value of male and f emale at t he beginning and end of t he semest er. Perceived St ress
st udent s on Perceived St ress Scale (PSS) Scale (PSS) was used t o measure st ress among st udent s. It
Gender N M SD t p LL UL Cohe ’s consist s of 10 it ems and reliabilit y is 0.74 which shows t hat
d t he scale is reliable.
M ale 75 17.02 5.09
0.09 0.09 -3.31 .25 0.27
Female 75 18.56 5.93 According t o first hypot hesis, academic st ress effect s
stude t’s pe fo a e. Result fou d it sig ifi a t e ause
Table 2 indicat es t he non-significant difference bet ween wit h t he semest er syst em, st udent s have less t ime period but
males and females student s on Perceived St ress Scale (PSS). t hey are required t o accomplish many modules and t his leads
t o st ress. It was also support ed by t he exist ing lit erat ure. A
Table 3 st udy by Safree, Yasin and Dzulkifli (2010) also indicated t he
M ean, St andard Deviat ion and t -value of younger and older same result s. They found t hat depression, anxiet y, and st ress
st udent s on Perceived St ress Scale (PSS) are negat ively correlat ed wit h academic achievement . The
Age N M SD t p LL UL Cohe ’s higher t he st ress, t he low er t he academic achievem ent of
d st udent s. The st udy found t hat t he abilit y t o manage st ress
Younger 114 18.49 5.46 was equally import ant . The way student s perceive t he st ress
2.79 0.00 .85 4.96 0.53 is an import ant fact or in it s seriousness. Negat ive or
Older 36 15.58 5.36
excessive st ress percept ion cont ribut es to t he st udent s
Table 3 indicat es t he significant difference was found on experiencing psychological and physical impairment (M urphy
t he mean scores bet ween younger and older st udents on t he & Archer, 1996). St udent s who are able t o handle t heir st ress
Perceived St ress Scale (PSS). Younger st udents scored higher effect ively perform much bet t er t han t hose who are unable
(M =18.49, SD=5.46) on t he perceived st ress scale t han older t o cont rol t heir st ress.
st udent s (M =15.58, SD= 5.36). So, academic st ress is higher
in younger st udent s t han older st udent s. According t o second hypot hesis, academic st ress will be
higher in female st udents as compared to male st udents. The
Table 4 result indicat ed t he non-significant difference bet ween males
M ean St andard Deviat ion and t -value in less qualified and females on Perceived St ress Scale. It is support ed by t he
st udent s (juniors) and highly qualified st udent s (seniors) on exist ing research conduct ed by Wat son (2002) t o inspect t he
Perceived St ress Scale (PSS) academic stress among college st udent s enrolled in a st at e
college in t he Philippines wit h ref erence t o gender
Educat ion N M SD t p LL UL Cohe ’s
differences. The result s found non-significant difference in
d
t he perceived st ress bet ween male and female st udent s
Juniors 101 18.41 5.69
1.98 0.04 0.00 3.80 0.35 because female st udent s have also learned t he t ime
Seniors 49 16.51 5.11
management and st ress coping strat egies like male st udent s.
They enjoy t heir studies by adopt ing effect ive and efficient
Table 4 indicat es t he significant mean difference
st udy habit s. M oreover t hey are much devot ed, concerned
bet ween junior and senior student s on Perceived St ress Scale
and consist ent in t heir st udies.
(PSS), less qualified or junior student s scored higher
(M =18.41, SD=5.69) on t he perceived st ress scale t han highly
According t o t hird hypot hesis, t he academic st ress will
qualified or senior st udents (M =16.51, SD=5.11). So,
be higher in younger st udent s than older st udent s. The result
academic st ress is higher in less qualified or junior st udent s
demonst rat ed a significant difference occurs bet ween
t han highly qualified or senior st udents.
younger and older st udent s on Perceived St ress Scale.
Academic st ress is higher in younger st udent s than older
Table 5
st udent s as younger st udents are not t hat much adjust ed t o
M ean St andard Deviat ion and t -value of st udent s at t he
academic st ress of universit y as seniors are. They feel
beginning and at t he end of t he semest er Perceived St ress
adjust ment problems and more but t he older st udent s
Scale (PSS)
report ed enhanced t ime management skills as compared t o
Semest er N M SD t p LL UL Cohe ’s
younger st udent s (Trueman & Hart ley, 1996), because t hey
d
have learned and adjust ed t hemselves wit h successful t ime
Beginning 88 17.85 5.27
0.15 0.87 -1.68 1.97 0.02 management behaviors which in t urn leads t o less academic
End 62 17.70 6.00
st ress and anxiet y.

Table 5 indicat es t he non-significant difference among

st udent s at t he beginning and at t he end of t he semest er.

Khan, Alt af and Kausar
According t o fourth hypot hesis, academic st ress will be
higher in less qualified st udent s (juniors) t han highly qualified
st udent s (seniors). Result showed t he significant difference
bet ween junior and senior st udent s on Perceived St ress
Scale. Juniors scored higher on t he Perceived St ress Scale
t han seniors. Academic st ress is higher in less qualified
st udent s (juniors) t han highly qualified st udent s (seniors); as
less qualified st udents are less experienced, have low
mat urit y level and are more vict imized by academic st ress of
universit y as compared t o t he seniors who are not only
mat ure and experienced but are also well adapt ed and well-
adjust ed t o academic st ress. According t o Port er (1990),
almost 60% of universit y st udent s left universit y w it hout
complet ing t heir degrees; t he majorit y of t hese st udent s
leave w it hin t he first t wo years due t o incapabilit y of
managing their psychological condit ions especially t o cope
wit h st ress.
According t o fifth hypot hesis, academic st ress will be
higher among st udent s at t he end of semest er t han at t he
beginning of semest er. The result indicat ed t he non-
significant difference among st udent s at t he beginning and at
t he end of t he semest er because in semest er syst em no
mat t er; whet her it is t he st art or end of semest er st udent s
most ly have t o remain vigilant t hroughout t he semest er. It is
t he demand of semest er syst em t o remain act ive and put
ext ra effort s by st udying on regular basis. Now-a-days more
challenging and innovat ive t asks are assigned t o st udent s
which maint ain ent husiasm and compet it ion among t hem
rat her t han creat ing boredom and st ress.
Limitations and Suggestions
The generalizat ion of t his st udy is somewhat

quest ionable as it has some limit at ions:
The sample of t he st udy was small. So t o overcome
t his limit at ion sample size must be increased and

regionally diverse.
M any st udent s were reluct ant t o give t heir
percent ages. In order t o overcome t his limit at ion
t heir academic record can be confirmed from

t heir respect ed depart ment s.
St udent s might have manipulat ed t heir t rue
responses so it can be overcome by using count er

quest ioning.
Poor t ime management behaviors can also be t he
cause of academic st ress so for fut ure research we
must evaluat e t he st udy habit s of st udent s by
asking t hem how much t ime t hey give t o t heir
st udies? There must be t he use of any ot her
specific scale which can direct ly and accurat ely
explore t heir st udy habit s.
Conclusion
This st udy was conduct ed t o invest igat e t he effect of
academic st ress on stude t’s pe fo a e a d t o compare
academic st ress among st udents on t he basis of t heir gender,
149
age, educat ional level and at different t imings during
semest er. A sample of one hundred and fift y students was
t aken from different universit ies of Islamabad. Regr ession
analysis and independent sample t -t est were applied for
analysis. The result s showed negat ive effect of academic
st ress on student ’s performance and non-significant
difference bet ween males and females on Perceived St ress
Scale (PSS). A significant difference was obt ained bet ween
less qualified (junior) and high qualified (senior) student s,
younger and older student s, but non-significant difference
among st udents at the beginning and at t he end of t he
semest er. So it was concluded from t his st udy that if
academic st ress was severe or delayed, it decreases
stude t’s a ade i pe formance; hinders his abilit y t o st udy
efficient ly and bet t er t im e management . So st udent s must
develop effect ive st udy habit s by giving appropriat e t ime
t hat must fulfill t he demand of t heir course.
Implications
The findings of t his st udy will help t he students,
int ellect uals, inst ruct ors, career and counseling cent er s, and
t he Universit y administ rat ions t o put in place all t hose
mechanisms that can lessen the impact s of st ress on t he
st udent s. The finding spurs int ellect ual forums on t he issue
of academic st ress among st udents in higher inst it ut ions and
helps t he readers t o peep int o the actual causes of poor
academic performance and academic st ress.
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Received: April 4, 2013
Revision Received: Nov 28, 2013