IMPACT OF STRESS ON ACADEMIC PERFORMANCE AND SELF ESTEEM (1)done (1)

International Journal on New Trends in Education and Their Implications
IMPACT OF STRESS ON
April ACADEMIC
2015 Volume: 6 Issue: 2 PERFORMANCE
Article: 12 ISSN 1309-6249 AND
SELF ESTEEM
ABSTRACT
Stress is an omnipresent aspect of human existence, influencing various domains of life,
including education. Within educational contexts, stress emerges as a significant determinant
of academic performance and self-esteem, exerting a profound and multifaceted impact on
individuals across different stages of development and academic settings. At its core, stress
represents the body's physiological and psychological response to perceived threats or
challenges, triggering a cascade of physiological reactions orchestrated by the autonomic
nervous system and the hypothalamic-pituitary-adrenal (HPA) axis. Academic environments,
characterized by high stakes, rigorous standards, and intense competition, serve as fertile
breeding grounds for stressors, ranging from academic pressures and performance
expectations to social dynamics and personal challenges.
The nexus between stress and academic performance is intricate and bidirectional, with stress
both influencing and being influenced by individuals' academic experiences. High levels of
stress can impair cognitive functioning, disrupting attention, concentration, and memory
processes essential for effective learning and academic achievement. Moreover, stress often
manifests as test anxiety, sabotaging performance during examinations by inducing cognitive
interference and impairing reasoning abilities. Chronic stress can precipitate procrastination,
as individuals adopt avoidance strategies in response to overwhelming academic demands,
leading to suboptimal outcomes and perpetuating a cycle of stress and underachievement.
Beyond its immediate impact on academic performance, stress exerts a profound influence on
individuals' self-esteem and psychological well-being. Self-esteem, defined as the evaluative
component of the self-concept, encompasses individuals' perceptions of their competence,
worth, and value. Chronic exposure to stressors fosters a negative self-image, as individuals
internalize perceived failures and setbacks as reflections of their inadequacy. The prevalence
of social comparison exacerbates these feelings of inferiority, as individuals measure their
achievements against those of their peers, perpetuating a cycle of self-doubt and insecurity.
Fear of failure looms large in the minds of stressed individuals, intensifying the pressure to
perform and undermining confidence in one's abilities. Imposter syndrome, characterized by
feelings of fraudulence and self-doubt despite evident success, often ensnares high-achieving
individuals grappling with the weight of expectations. Moreover, stress-induced social
withdrawal erodes individuals'April
support networks,
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ISSN 1309-6249
diminishing opportunities for affirmation and validation. The erosion of social bonds
exacerbates feelings of inadequacy, reinforcing the notion that one's worth is contingent upon
academic achievement.
Addressing the impact of stress on academic performance and self-esteem necessitates a

multifaceted approach encompassing preventive, remedial, and supportive measures.
Proactive stress management interventions, such as mindfulness-based practices and
cognitive-behavioral techniques, equip individuals with adaptive coping strategies to navigate
academic stressors effectively. Educational institutions must foster a supportive learning
environment conducive to psychological well-being, where individuals feel empowered to
seek help without fear of stigma or judgment. Cultivating a growth mindset, which
emphasizes resilience and learning from failure, mitigates the deleterious effects of stress on
self-esteem by reframing setbacks as opportunities for growth and development. Moreover,
destigmatizing mental health discourse and expanding access to counseling services
destigmatizes seeking support and promotes holistic well-being within educational settings.
Keywords: Academic Performance, Perceived Stress, Postgraduate Students, Self-esteem
April 2015 Volume: 6 Issue: 2 Article: 12 ISSN 1309-6249
CHAPTER 1
INTRODUCTION
There are assorted perceptions regarding the influence of stress in students’ performance. It is
sometimes addressed in negative context; whereas, some find positive outcomes of stress in
students’ life. Several stressors work behind the overall phenomenon of stress (Sheikh
Khaloon, Kazmi, & Khalid, 2006). The most common stressors, in general, include ‘time
urgency’, ‘work load’, ‘pressure to complete the certain task’ and ‘deadlines’. These stressors
can either motivate or humiliate an individual in his or her educational journey (Von, 2011).
In general, stress is associated with demands and resources. Demands can be everyday jobs,
commitment, obligations or even uncertainty. Adhering to the adversities of stress, the
purpose of the current study is to confer about stress and how it averts students to accomplish
their educational goals. As perceived by a number researchers, human beings are significantly
influenced by various psychological as well as physiological factors they experience in their
everyday lives (Laura, Friedlander, Reid, Shupak & Robert, 2007). However, Von (2011) has
found that stress is strongly associated with students’ educational performance.
Another common theme in the literature is that the students are faced with a unique set of
stressors that can be overwhelming, and thus, the impacts their ability to handle a situation.
Strategies to reduce stress associated with academic achievement among students are
required to be devised by the educational institutions (Saipanis, 2003). In recent decades
many studies have been conducted on stress related problems and stress management
(Stumm, Sophie Benedikt, Premuzic & Tomas, 2011). Stress has been a common problem
that exists among individuals regardless of age, gender and location. Universities are
producing graduates and are devotedly working on their academics. But very few realize that
only spending on academics does not benefit students in the long run (Zahra, 2010). The pass
outs of any educational institutes represent the devotion towards student. It is a long term
investment when people work not only on well-being in the academic performances but also
as a unique being (Tahir, 2010).
Rizwan (2011) has identified in his study that academic stress has led a number of university-
going students towards depression and hopelessness and in extreme cases, towards suicidal
attempts as well. Students in their life include different commitments towards success,
uncertainties regarding the future and the related difficulties that pressurize the students
(Inam, Shireen, & Haider, 2011). Students due to stress ultimately do not carry out their plans
as it is (Khan, Ahmed & Nawaz,April
2011).
2015Human
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2 Article: 12 ISSN influenced
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psychological as well as physiological factors they experience in their everyday lives (Laura,
Friedlander, Reid, Shupak & Robert, 2007). Moreover, when it comes to academic concert,
specifically, Von (2011) has found that stress is strongly correlated with students’ academic
performance. Despite of the fact that increasing educational competitions is reaching to its
ceilings, it has been witnessed by many educational institutes in Pakistan that their students
have not been giving their best shots in their academic fields. However, self-esteem has
appeared to be a key driving factor that can perk up students’ academic performance
significantly (Inam, Shireen, & Haider, 2011).
Research Problem
The impact of stress on academic performance and self-esteem among high school students is
a significant research problem that warrants exploration. In particular, investigating this issue
through a comparative study between urban and rural areas provides valuable insights into
the differential experiences and challenges faced by students in diverse socio-environmental
contexts. High school students encounter various stressors, ranging from academic pressures
and social expectations to personal struggles, and understanding how these stressors manifest
differently in urban and rural settings is crucial for designing targeted interventions.
In urban areas, students often contend with the hustle and bustle of city life, including high
academic competition, demanding schedules, and socio-economic disparities. Academic
stressors, such as rigorous coursework and standardized testing, may weigh heavily on urban
students, impacting their ability to perform academically and maintain a positive self-image.
Additionally, urban environments may present unique social stressors, such as peer pressure
and concerns about safety, which can further exacerbate stress levels and diminish self-
esteem.
Conversely, students in rural areas face distinct stressors shaped by the rural landscape and
community dynamics. While they may experience fewer academic pressures compared to
their urban counterparts, rural students often encounter challenges related to limited access to
resources, including educational opportunities, mental health services, and extracurricular
activities. Moreover, the close-knit nature of rural communities can amplify social pressures
and expectations, leading to feelings of isolation and inadequacy among students.
Understanding the interplay between stress,
April 2015 academic
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2 Article: 12 ISSN self-esteem in both
urban and rural contexts requires a nuanced approach that considers the unique socio-cultural
factors at play. By conducting a comparative study, researchers can identify commonalities
and differences in the experiences of high school students across diverse environments. This
knowledge can inform the development of tailored interventions aimed at promoting
resilience, enhancing coping mechanisms, and fostering a supportive school climate that
empowers students to thrive academically and emotionally, regardless of their geographical
location. Ultimately, addressing the impact of stress on high school students' well-being is
essential for cultivating a generation of resilient, confident individuals capable of navigating
life's challenges with resilience and self-assurance.
AIMS April 2015 Volume: 6 Issue: 2 Article: 12 ISSN 1309-6249
The aim of this research is to investigate the impact of stress on academic performance and self-
esteem among high school students, with a specific focus on exploring differences between urban and
rural areas.
Objectives
1. To assess the levels of stress experienced by high school students in urban and rural
settings.
2. To examine the relationship between stress and academic performance among high
school students in both urban and rural environments.
3. To investigate the association between stress and self-esteem among high school
students in urban and rural areas.
4. To identify common stressors faced by high school students in urban and rural
contexts.
5. To compare academic performance levels between high school students in urban and
rural areas.
Research Questions
 What are the levels of stress experienced by high school students in urban and rural
areas?
 How does stress impact the academic performance of high school students in urban
and rural environments?
 What is the relationship between stress and self-esteem among high school students in
urban and rural settings?
 What are the common stressors faced by high school students in urban and rural
contexts?
 Are there significant differences in academic performance between high school
students in urban and rural areas?
CHAPTER 2
REVIEW OF LITERATURE
Experts define “Stress” as the vigorous state of affairs in which a person is dealt with
certain opportunities, demands, or resources that are associated with the wishes which
an individual is yearning for and for which the outcome is perceived to be both
indistinct and imperative. There is already a lot of educational competition among the
different private institutions in Pakistan and every educational institute needs to have
a fair competition in these times (Khan et al., 2011). To achieve all these goals an
educational institute should take care of the job stress which is faced by the students.
From students’ perspective managing academic stress is more likely the way to
enhance their productivity. Obviously a student knows better which problems he or
she is facing in their curricula. There are many signs of educational stress which
includes feeling depressed or anxious or over exhausted etc. There could be a major
problem with a student’s social interaction if he or she is mentally stressed out (Laura
et al., 2007). What have revealed above is enough to plinth the entire research work
upon it. Stress and depression are turning out to be even worse than ever before. On
the larger scale, the more the stressing environment at the educational institutes, the
more will be the productivity hazards (Hanif, Tariq, & Masood, 2011).
The concepts of self-esteem and stress are closely related with each other. As
suggested by Lazarus in his cognitive model of stress, self-esteem is among various
personal beliefs that are crucial when it comes to the evaluation of environmental
demands. While evaluating the external demands they are being observed as either
‘‘threat’’ or a ‘‘challenge.’’ However, those with high stress consider these demands
as threats while those with high self-esteem beliefs evaluate these demands as a
challenge (Zahra, 2010). A research conducted by Tahir (2010) found an interesting
correlation between stress and self-esteem as the team of researchers observed certain
levels of declination in self-esteem judgments of students due to high stress or
anxiety. Similarly, Sheikh, Khaloon, Kazmi, and Khalid (2006) have identified that,
the cumulative grade-point average (GPA) can have great impacts of both, the
perceived stress and academic self-esteem. By the end of this study it is expected to
acquire handful knowledge about the importance of these two concepts for the
students’ academic success by comparing the influences of stress and self-esteem at
the same time. This comparative aspect of the proposed study actually makes it
exhaustive than the previously
April conducted researches.
2015 Volume: 6 Issue: 2 Article: 12 ISSN 1309-6249
Relationship between Stress and Self-esteem

To start with this discussion, a general perception can be taken into account according
to which there exists a strong relationship between self-esteem and stress; however,
different people have different notions regarding whether these two factors act on and
influence one another (Windle & Windle, 1996). Majority of researchers have agreed
upon the fact that whenever one’s self-esteem is low; it can leave some psychological
effects on an individual that eventually render that person more vulnerable to
stressful situations. On the other hand, with consistently increasing levels of stress, a
healthy sense of self-esteem in an individual can be eroded with the passage of time
(Zautra & Reich, 1993). It is generally accepted fact that if the level of self-esteem is
higher, it can protect one from being victim of stressful episodes; similarly, people
with low levels of self-esteem can experience high stress within their surroundings.
To better understand the correlation between stress and self- esteem it is necessary to
revise the basis of these two cognitive factors from the literature. Those who possess
higher self-esteem generally have positive approach for perceiving things; in addition,
they are realistic with a distinctive self-image, which is followed by an understanding
of both their merits and loopholes (Tubman & Windle, 1995). These researchers
depict higher level of acceptance towards the circumstantial events they are
surrounded with. It is researched by a number of researchers exploring the context
that childhood is the stage where self-esteem actually starts building that can be
improved or eroded later in life as per the events and situations that person goes
through (Thombs, 2000).
When it comes to literal definition of Stress, it is defined as “the feelings of pressure

and worry” (Swearingen & Cohen, 1985). There can be variety of causes of stress that
vary with situation to situation; however, it is observed by various researchers that
these feelings are often correlated with complex scenarios, over- burdened
responsibilities and concerns one may face in the real world. These feelings are
typically more pronounced in people who are sensitive and think a lot. The
perceptions of an individual regarding his or her situations are just as important as the
actual facts associated with the given situation. For one person the given assignment
may be a wonderful opportunity while for another, it is a terrible burden. Thus, it is all
about one contemplates about
Aprilhis/her surroundings
2015 Volume: 6 Issue: 2and life scenarios
Article: (Stein, 1991).
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The point of interaction of self-esteem and stress is the perception one has. This is
what our proposed study has concluded that those who experience higher levels of
self-esteem are positive in their perceptions and usually assess their own capabilities
positively and thus, these people are more apt to anticipate success in new endeavors.
In turns, their anticipation of success makes the thought of embarking on new projects
less stressful. As found by Swearingen and Cohen (1985), for people having low
levels of self-esteem the interaction between self-esteem and stress can be relatively
destructive. These are the individuals who have the feelings of helplessness,
powerlessness, and ineptness majorly. In due course, the results proposed in this study
reveals that any task seem more daunting to these individuals which can easily cause
certain level of stress for them that they would even take ordinary challenges as the
insurmountable ones.
It has been found in this research that the individuals having lower-than-average
levels of self-esteem come up with a clear lack of assertiveness as one of the major
side effects. This lacking assertiveness is likely to lead people with low self-esteem to
a vicious cycle in which they start accepting more work than their own capabilities;
which, in turn, can lead an individual to an increased level of stress. In such cases,
self-esteem and stress, collectively, come up with extremely harmful feedback cycle
(Zuckerman, 1989). Thus, it has been suggested by the majority of field experts that
in such situations to overcome inappropriate assertiveness, proper training helpful in
mitigating stress and thereby in aiding the recovery of self-esteem.
The overall results of the study in terms of relationship between stress and self-esteem
identifies that positive and negative both sorts of hectic and tensed events are being
experienced by youths of Pakistan. Throughout the country this certain rate of stress
faced by the teenagers and youth remains almost the same. Only a little amount of
difference is observed among the youth living in urban, rural and farming states
(Rugancı, 1988). It is also observed that students who are more stressed during their
early stages of academics are less stressed and feel high level of self-esteem by the
end of final exams. However, those who were not successful experience less
confidence among the students. And that is why the ratio between the unsuccessful
events and less confidenceApril
is much greater6 than
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Therefore, it is suggested that parents, guardians and the trainers must pay complete
attention to the impression on confidence for the events of which youth notify to be
destructive (Johnson & McCutcheon, 1980). On the other hand, youth of developing
countries, like Pakistan, have fewer opportunities; it can also be a reason that the
confidence and self-worth of the youth is suffered at large (Powell & Enright, 1990).
Relationship between Self-esteem and Students’ GPA

The difference between academic achievement and self-esteem scores of students was
examined as the second question of the present study. As a result of Pearson
correlation applied between self-esteem and academic achievement, it was found that
there is a significant difference between achievers and non-achievers on self-esteem.
This result shows consistency with the literature. Studies that search global self-
evaluation to academic achievements reveal the positive relationship between two
variables (Marsh, 1990; Shunk, 1990; Hattie, 1992; Eccles, 1993; Bryne, 1996).
There are also many studies that provided same results between academic
achievement and self-esteem (Alves-Martins et al., 2002; Bloom, 1977; Wiggins,
1994; Kimball, 1972). Thombs (2000) found that first-year college students with
relatively low self-esteem were more likely to exhibit many problem behaviors, than
those with higher self-esteem. Some examples included alcohol problems, poor time
management, poor study habits, and self-defeating behavior, than those with higher
self-esteem. Based on the cognitive adaptation theory, Taylor and Brown (1999)
found level of self-esteem to be directly related to seeking social support and
indirectly to actual support, physical health and adjustment to college. Self-esteem
was also found to be the best of five predictors (including SAT scores) of academic
motivation, which was them linked to grade point average two years later. On the
other hand, college students with a low self-esteem tend to be unhappy, less sociable,
more likely to use drugs and alcohol, and are more vulnerable to depression, which
are all correlated with lower academic achievement (Wiggins & Schatz, 1994).
The research, made by Wiggins & Schatz (1994), has shown that self-esteem and
academic achievement correlate directly to a moderate degree. Honors students tend
to demonstrate higher academic self-esteem and competency. For them, this
academic self-esteem seems
Aprilto2015
become a motivational
Volume: factor
6 Issue: 2 Article: (Moeller,
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many college students their self-esteem is based or enforced by their academic
success or achievements. According to study of Demo and Parker (2001), four
theoretical principles; ‘social comparisons’, ‘reflected appraisals’, ‘self-perception’,
and ‘psychological centrality’ have been suggested to explain the relation between
academic achievement and self-esteem among children and adolescents. First of all,
because of studying in competitive and grade-conscious educational institutions, one
can constantly be reminded about the importance of his/her grades (psychological
centrality). Second, one can have daily opportunities leading him/her to compare
his/her performance with others (social comparisons). Third, the reaction of
others/friends that are monitored or internalized (reflected appraisals). Lastly,
personal determinations of success or failure shape one’s self-concept (self-
perceptions).
Relationship between Stress and GPA of Students

As revealed by Byrne (1996) this non-significant correlation between the level of
perceived stress and academic success during the middle and till the end of the
semester can probably be explained by the fact that the students are already used to
the system. Apart from that, it would not erroneous to establish here on the basis of
implications of the findings extracted out so far that despite the fact that no-significant
impacts of academic stress on academic performance has been found, other socio-
economic stress factors are likely to increase from beginning of the semester to the
middle of the semester. In addition, the findings suggested by Robison, Shaver and
Wrightsman that on the whole there is no correlation between the level of perceived
stress and the students’ academic performance. These results are correlated with the
results proposed by Lackovic-Girgin (2003) in his study. According to Lackovic-
Girgin (2003) the levels of academic stress experienced students are not significantly
correlated with their GPAs. For many researchers, these findings can be surprising;
but, in actual fact, these results are proposed on the basis of observed facts that
students, by the end of the semester, are normally familiar with the schooling system
they are enrolled in. by the end of the semester, students are only concerned about
their final exams as they have been through all the class assignments and thus, the
pressure is now over. As supported by Youngs (1999) as soon as the students enter
the tertiary of their educational institution, they are unaware of how the quizzes, tests,
assignments will be held throughout the semester
April 2015 Volume: 6 Issue: 2which
Article:contributes to their overall
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stress levels but not the final grades because they still think that final exams are the
most important stage where they can make up their grades.
Impact of Gender on Stress, Self-esteem and GPA

The impact of gender orientation on the levels of self-esteem or stress during
students’ life has been analyzed in-detail in this study. For evaluating the difference
between two genders with respect to stress and self- esteem, some independent
samples t-test was applied. However, our results gave a clear picture regarding no
significant connection between the level of stress and self-esteem and gender-factor of
the students studying in private universities of Pakistan. These findings were not
expected for the very obvious and general perception reported by a lot of researches
that were conducted to support that there is a wide difference between male and
female on self-esteem and stress score (Block & Robins, 1993, Güngör, 1989, Byrne,
2000). However, the review of literature has significantly mentioned that there are
several contradictions among various researchers when it comes to study the
correlation between gender and levels of stress and self- esteem, specifically among
the students’ community (Smith 2002, Growe, 1980; Fenzel & Blyth, 1986). Most of
the studies conducted to investigate the gender differences in context of self-esteem
have clearly affirmed that the self-esteem score of adolescent female is usually lower
as compared to that with the adolescent males (Block & Robins, 1993; Rosenberg &
Simmons, 1975; Chubb, Fertman & Ross, 1997; Güngör, 1989; Byrne, 2000;
Allgood-Merten & Stochard, 1991). Same results were found in context of stress and
gender correlation e.g. (Chubb, Fertman & Ross, 1997; Güngör, 1989; Byrne, 2000;
Allgood-Merten & Stochard, 1991).
Kearney-Cooke (2000) stated that self-esteem declines during adolescence, which

may be the result of increasing cognitive ability and sensitivity to perceived social
evaluation. There is a gap between adolescents’ view of their ‘real selves’ compared
to their ‘ideal selves’ widens and self-esteem declines. The research indicates that this
drop is more profound for girls than for boys (Eccles, Flanagan, & et al., 1999). There
are also studies that mentioned females view themselves more positively than do
males (Thornberg & Jones, 1992).
These are not just latest research findings
April 2015 that
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with the gender factor of the students; instead, in consistent with the current studies
on the subject matter, a study was proposed by Maccoby and Jacklin in (1999), in
which the researchers came up with conclusions that the two genders have no
difference in terms of self-esteem and stress levels. Following the same trend in
literature, Smith (2002) came up with the conclusions that no significant difference
was found between male and female on stress and self-esteem scale. Apart from these
studies, the researched literature has depicted that there are many studies proposed by
various different researchers in different eras and have explained that no significant
gender difference occur on stress and self-esteem scores (Bosacki, Innerd, & Towaon,
1979; Growe, 2000; Bohan, 1993, Guinn & Vincent, 2002).
James (2013) sees the material self, the social self, and the critical self as the three chief
pieces of the self from which notions are picked. The expression "material self" depicts the
things and contortions that are viewed as a particular's character or individual property, like
their body, clothing, family, house, vehicle, and so on. On the other hand, a solitary feels
more unassuming in the event that their resources are lost or harmed. Expecting that the
material world succeeds, the particular feels more prominent.
cThe social self is connected to a singular's acknowledgment or notoriety. An individual can

relate to numerous social characters, for example, being a companion, an understudy, or the
offspring of their folks, among others. Age and character will decide the individual's desires
and assumptions. For small kids in preschool, parent endorsement will be more significant,
yet for youngsters, peer endorsement will be more significant.
To wrap things up, an individual's internal or emotional self is their otherworldly self. An
individual's acknowledgment is related with their viewpoints, and those considerations are
reliable over the course of time. One meaning of it is "the deepest focus of one's being." As
per James (2013), there are two parts that make up oneself: the piece of me that is the
entertainer, or practitioner of oneself; and the I that is the seat of awareness, the person who
notices and judges the me. Being an onlooker, the otherworldly self is safeguarded from the
accomplishments and misrepresentations that remain forever inseparable with self-esteem. As
a matter of fact, the otherworldly self Volume:
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encounters.
Bednar and Peterson (2015) express that James recognized two parts of confidence: an
overall one and a particular one. While everyday encounters can deliver a few individual
changes, confidence is a quality that is for the most part evolved over the long haul. The
overall level of doubt or self-assurance might change in the event that somebody has had a
series of triumphs or repetitive difficulties.
Cooley's thought of oneself — what capabilities to join together and spur conduct — was
natural or instinctive, and it came from a more friendly viewpoint than James'. It was driven
by a need to advance endurance and worth oneself (Wells and Marwell, 2016). As per Cooley
(2012), the social self is the essential piece of oneself. One fosters their social self through
seeing how others view them. Put another way, this is known as the "mirror self," where
individuals figure out how to characterize themselves in view of how others see them.
The identity can be characterized and improved through the social self. While acquiring both
great and negative criticism from others, there are three basic parts to consider (Cooley,
2012). In the first place, there's our view of how we appear to other people (How would I
appear to other people? ), followed by their impression of how they judge that appearance
(What is the other individual's take of me? ), lastly, a self-discernment (How would I feel
toward myself because of experiencing?)
"A proper meaning of self-feeling should be basically as empty as a conventional meaning of

the flavor of salt, or red; we can understand what it is exclusively by encountering it," Cooley
commented concerning self-feeling. Just our sentiments, which are the object of our "my"
demeanor, may act as a definitive gauge of what our identity is (2012, p. 40). Fisher (2016)
claims that Cooley's hypotheses show a dichotomous accentuation on confidence as
phenomenological and attitudinal.
As indicated by Cooley (2012), a grown-up's identity and self-feeling isn't exclusively a

social develop. He stressed the meaning of finding some kind of harmony between
individuals' self-discernments and others' reactions. Accordingly, individuals can have better
self-assessments and display more noteworthy certainty while communicating with others.
As per Mead (2018), a humanist, the most common way of absorbing into a gathering is
connected to the improvement of one's self. By recognizing cognizant and preconscious acts,
he focused on awareness and portrayed proper socialization as opposed to confidence (Wells
and Marwell, 2016).
Mead's work develops Cooley's idea of the mirror self. Mead (2018) affirms that language
and society assume pivotal parts in the arrangement of oneself. Since by means of
cooperating with others, individuals would have the chance to see themselves as others see
them. Subsequently, notable individuals in an individual's life conclusively affect their
identity worth. It was said that socialization is the method involved with obtaining values
about each and every feature of the climate that uncovers how others view themselves. One
can assimilate and incorporate the ways of behaving and mentalities of huge people by seeing
them (Bednar and Peterson, 2015).
Psychodynamic scholar Horney (2019) characterized "self-acknowledgment" as a natural

inspiration emerging from a youngster's vulnerability in a possibly threatening climate.
Horney alluded to this regular tendency as a "fundamental uneasiness" and "need for
security" (Wells and Marwell, 2016). The presence of this not entirely settled by the idea of
the parent-kid association. Various disturbing elements can affect a youngster, including
parental egocentrism, detachment, slight, vilification, absence of love, absence of warmth,
disconnection, bias, and the sky is the limit from there (Coopersmith, 2020).
Horney (2019) declares that an individual's craving for self-esteem and social approval can
bring about either self-distance or low confidence. She made a qualification between one's
planned, genuine, and romanticized self. "Genuine self" alludes to an individual's genuine
properties, though "genuine self" alludes to their inborn possibilities. An individual's ways of
behaving are directed by their "self ideal." The "glorified self," then again, is portrayed by a
neurotically romanticized image of one's capacities and targets and is believed to be a method
for dealing with stress for stress. Horney discusses the association among psychotic and this
sort of swelled confidence.
Points of view from the fields of social
April 2015brain science
Volume: in2brain
6 Issue: science
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known as friendly mental points of view. The social scientist Rosenberg is one of the
principal scholars and specialists on confidence; he zeroed in especially on the elements of
the improvement of a positive mental self view during immaturity. He investigated how self-
evaluative way of behaving creates in the family social setting and what confidence means
for later friendly ways of behaving (Wells and Marwell, 2016).
As per Rosenberg (2019), self-idea is "the entirety of a singular's contemplations and

sentiments having reference to him/herself as an article" concerning the primary aspect.
Rosenberg (2019) recognized three significant classifications under self-idea: (1) the ongoing
self (how we introduce ourselves to other people), (2) the ideal self-idea (what we try to be
like), and (3) the current self-idea (what we are like).
Three objectives were referenced while depicting his persuasive technique. The first is means
and closures, which incorporates attempting to get social acknowledgment or needing to
achieve a specific objective. Self-consistency and confidence were thought about as an
optional objective. The introducing self looks for mental self portrait affirmations and self-
speculation testing. Thirdly, introducing oneself such that agrees with social standards can
assist one with getting cultural acknowledgment.
CHAPTER 3
METHODOLOGY OF RESEARCH
The piece features distribution
April 2015in Table 61Issue:
Volume: have2been lost,
Article: 12 and
ISSNit1309-6249
can be
seen that 77.9% of the students who took part in the audit are male and
22.1% are female. 19.6% of the people surveyed were between the ages
of 31 and 40, which is not typical. Also, 80.4% of them were between the
ages of 20 and 30. While 29.6% of students got 80% to 100%, 70.4% got
70% to 99%.
The review included 362 students from the Division of Preparing's

coaching study program at the chosen government-run school in the city.
Of those students, 80 were women and the other 282 were men. The
course of each person's part data is shown in the table.
Tools and equipment
Rosenberg's Sureness Scale (RSES; Rosenberg, 2015) and Cohen's

Sensible Strain Scale (CPSS) (1983) were used to measure clear tension
and confidence on their own. In any case, the students' success was sorted
by their Total Grade Point Average (CGPA).
CHAPTER 4
DATA COLLECTION
Also, the subjects were made cautious that the information amassed from
them would be all kept concealed and used exclusively for study.
Data Appraisal
The inspector explored the suitable information utilizing SPSS variety 23

and inferential assessments to show up at the dealt with results.
DISCUSSION
Many tests have found large areas where instructional success and confidence are closely
linked. Spread out the link between mental traits and sureness in Verdi's (2004) work.
According to a review written by Kan et al. (2009), less confidence is linked to worse
academic performance, while more confidence is linked to better academic performance of
students. In addition, the results of this study are clear; other research has also found a link
between academic success and belief.
Another study by Khan et al. says that canny stress affects how well understudies learn. The
results of the review are very important because of the semester system, which gives students
less time to study and makes them feel like they need to focus on a lot, which naturally adds
to the stress. In another study led by Safree, Yasin and Dzulkifli (2010) showed relative
admissions. They discovered a bad link between the quick show of his understudies and
stress, restlessness, and fear. Based on what they saw, young people's academic performance
drops when they feel scared.
CHAPTER 5
CONCLUSION & RECOMMENDATIONS
The review's findings show that there is a weak but bad link between being stressed and
getting things done. Anyhow, there isn't a very strong connection between smart success and
sureness; there is a mild one. And finally, it means that clear effort and sureness are judged in
an unfair way.
Based on what this review found, it is suggested that college students in schools that get
money from the state should have as little stress as possible during class in order to do better
in school. To make sure their educational projects pay off, schools should keep an eye on
their students' progress along with their grades and writing skills. Public schools that offer
canning tend to have higher CGPAs because it boosts students' confidence and makes them
look less stressed.
More and more people want to get a guide online. Different mental traits in distance students
can either make it harder or easier for them to move smartly. In light of this, it is suggested
that college students working far away get the same level of care.
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tutoría presencial y virtual en elesempeño académico de alumnos
universitarios.Revista Ibero-americana de Educación, 58(2), 1-11.
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Academic Performance, Inteligence and Personality in University
Students. International Journal of Arts and Commerce, 8(1), 30-39.
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andAcademicAchievementof
Undergraduate Students. American Journal of Scientific Research, 3, 26-
37. http://www.eurojournals.com/ajsr_3_03.pd f.
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Academic Stress on Students' Performance. FWU Journal of Social
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(2014). Examining brain structures associated with perceived stress in a
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Kuala Lumpur: Self-Esteem Seminars Sdn. Bhd.
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medical students. Journal of the College of Physicians and Surgeons , 23,
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rendimiento academic delosestudiantes universitarios.Investigación
Educativa, 15(27), 165-179.
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Nigeria: Codat Publications.
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Academic Achievement in Male and Female Students, Journal of
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achievement in students in Tabriz, Iran. M.S. thesis, Faculty of
Psychology, Tabriz University.
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Princeton, NJ: Princeton University Press.
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social support and academic achievement among students. International
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(2013). Evaluation of Stress among Post-graduate Medical and Dental
Students: A pilot study. Delhi Psychiatry Journal 16(2): 312-316.
[27] Kan, S. H.; Sepah Vand, A.; and Esfandiar (2009). The comparison
of Sensation Seeking esteem in delinquent male adolescents. Journal of
Psychological Achievements. University of Shahid Chamran.
[28] Stephens, L. J., & Schaben, L. A. (2002). The effect of

interacademic sports participation on academic achievement of middle
level school students. Nassp Bulletin, 86(630), 34-41.
[29] Verdi, M. (2004). Effect of assertiveness, self-esteem and sense of

responsibility in students in ninth grade, Chamran University of Ahvaz.
Academic Performance Scale
Name: __________________________ Date: __________________
Instructions: Please answer each question using the 5-point scale to answer each question so that it
accurately reflects what you do or have done as a student. Be as honest as possible because the
information can be utilized to discover areas of strength.
Scale:
SA - STRONGLY AGREE A – AGREE N – NEUTRAL D – DISAGREE SD - STRONGLY DISAGREE
Questions SA A N D SD
1. I made myself ready in all my subjects.
2. I pay attention and listen during every discussion.
3. I want to get good grades in every subject.
4. I actively participate in every discussion.
5. I start papers and projects as soon as they are

assigned.
6. I enjoy homework and activities because they help
me improve my skills in every subject.
7. I exert more effort when I do difficult
assignments.
8. Solving problems is a useful hobby for me.
Scoring Instruction: To score the scale, “Strongly Agree” is scored (5); “Agree” is scored (4);
“Neutral” is scored (3); “Disagree” is scored (2); and “Strongly Disagree” is scored (1).
Score Parameter
33-40 Excellent Performance
25-32 Good Performance
17-24 Moderate Performance

9-16 Poor Performance
0-8 Failing Performance

Authors:
- Carson Birchmeier (Saginaw Valley State University)
- Emily Grattan (Saginaw Valley State University)
- Sarah Hornbacher (Saginaw Valley State University)
- Christopher McGregory (Saginaw Valley State University)
Reliability and Validity: For the total score, an internal consistency of .89 and a test-retest
reliability of .85. The APS consisted of (8) 5-point scale items. This 5-point scale assessment was
carried out by Carson Birchmeier, Emily Grattan, Sarah Hornbacher, and Christopher McGregory of
Saginaw Valley State University. For researchers who have a particular interest in academic
performance among students, the APS promises to be a useful tool. Scale scores showed adequate
internal consistency, 2-week test–retest reliability, and satisfactory concurrent validity.

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International Journal on New Trends in Education and Their Implications

Addressing the impact of stress on academic performance and self-esteem necessitates a

Relationship between Stress and Self-esteem

When it comes to literal definition of Stress, it is defined as “the feelings of pressure

Relationship between Self-esteem and Students’ GPA

Relationship between Stress and GPA of Students

Impact of Gender on Stress, Self-esteem and GPA

Kearney-Cooke (2000) stated that self-esteem declines during adolescence, which

cThe social self is connected to a singular's acknowledgment or notoriety. An individual can

"A proper meaning of self-feeling should be basically as empty as a conventional meaning of

As indicated by Cooley (2012), a grown-up's identity and self-feeling isn't exclusively a

Psychodynamic scholar Horney (2019) characterized "self-acknowledgment" as a natural

As per Rosenberg (2019), self-idea is "the entirety of a singular's contemplations and

The review included 362 students from the Division of Preparing's

Tools and equipment

Rosenberg's Sureness Scale (RSES; Rosenberg, 2015) and Cohen's

The inspector explored the suitable information utilizing SPSS variety 23

[4] Alves-Martins, M., Peixoto, F., Gouveia- Pereira, Amaral, V. &

[6] Apichai, S., Sirisatayawong, P., Chupradit, S., & Khamchai, S.

[7] Behere SP, Yadav R, Behere PB (2011). A comparative study of

[8] Cohen, S., Kamarck, T., Mermelstein, R. (1983), A global

[9] Cueto, S. (2007). Las evaluaciones nacionales e

[10] Garbanzo, G. (2007). Factores asociados al rendimiento

[12] Granados D.E., Olivares G., De la Hoz R., FigueroaS. (2019).

[13] Naderi et al.,(2009). Self-esteem, Gender

[16] Lee, J. (2011). Effects of perceived control on college students:

[18] Malbi, R. S., & Reasoner, R. W. (2000). Self-Esteem, Enhancing.

[19] Nudart, S. (2013). Stress and academic performance among

[20] Ocaña, Y. (2011). Variables académicas que influyen en el

[21] Oyerinde, O.O. (2004). “Stress: Problems in Health Education”,

[22] Hatamian, P. (2016). The Relationship between Self-Esteem and

[23] Husseini, P. R. (2013). The role of self-esteem in academic

[24] Rosenberg, M. (2015). Society and the Adolescent Self-Image.

[25] Safree, Yasin & Dzulkifli. (2010). The relationship between

[28] Stephens, L. J., & Schaben, L. A. (2002). The effect of

[29] Verdi, M. (2004). Effect of assertiveness, self-esteem and sense of

Name: __________________________ Date: __________________

1. I made myself ready in all my subjects.

2. I pay attention and listen during every discussion.

3. I want to get good grades in every subject.

4. I actively participate in every discussion.

5. I start papers and projects as soon as they are

33-40 Excellent Performance

25-32 Good Performance

17-24 Moderate Performance

0-8 Failing Performance

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