See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/375752200

THE RELATIONSHIP BETWEEN ACADEMIC STRESS AND ACADEMIC

PERFORMANCE OF UNDERGRADUATE STUDENTS FROM PUBLIC AND PRIVATE
UNIVERSITIES IN LAHORE

Article in Pakistan Journal of Educational Research · September 2023

DOI: 10.52337/pjer.v6i3.909

CITATIONS READS

2 3,312

1 author:

Doctor Sana Javaid

Government College University, Lahore
4 PUBLICATIONS 4 CITATIONS

SEE PROFILE

All content following this page was uploaded by Doctor Sana Javaid on 19 January 2024.

The user has requested enhancement of the downloaded file.

PJER, Vol 6, Issue 3 (2023) The relationship between…

THE RELATIONSHIP BETWEEN ACADEMIC

STRESS AND ACADEMIC PERFORMANCE OF
UNDERGRADUATE STUDENTS FROM PUBLIC
AND PRIVATE UNIVERSITIES IN LAHORE
Rabiya Safdar
M.Phil. Scholar,
Department of Arts and Humanities, Superior University, Lahore,
Punjab, Pakistan.
Email: [email protected]

Sana Javaid
Assistant Professor,
Department of Arts and Humanities, Superior University, Lahore,
Punjab, Pakistan.
Email: [email protected]
------------------------------------------------------------

ABSTRACT
This study aims to examine the relationship between academic stress and academic
performance among undergraduate students enroll in public and private universities
in Lahore. The study was quantitative research using a survey method. The Instrument
of data collection was questionnaires while a stratified random sampling technique
was selected for the study. Gather data was derived from the subset of 152 participants
of undergraduate students from public and private universities in Lahore, with an
equal participant of 76 students from both sectors and an equal distribution of 38
males and 38 females. Data were gathered from students in their fourth semester
within the education department. The study was analyzing the data using descriptive
statistical tools and SPSS software was used. This study results indicated that there
was no significant correlation between academic stress and academic performance
within the studied sample of 152 individuals. While a very weak negative correlation
was observed. The independent samples t-test was used in Second hypothesis and
reveal that there is not a meaningful distinction in academic stress levels among male
and female undergraduate students. Additionally, this research was identifying the
sources that ranging from a minimum of 63.00, representing 'Lack of concentration
during studyhours,' to a maximum of 181.00, indicating 'Fear of failure' as the most
stress-inducing factor. This study recommended that academic institutions focus on
providing support and resources forall students, regardless of gender, to dealing with
stress and managing it effectively.

88
PJER, Vol 6, Issue 3 (2023) The relationship between…
KEYWORDS
Academic Stress, Academic Performance, Undergraduate Students, Public and
private universities

INTRODUCTION
The education system plays a crucial role in preparing individuals for their societal
roles, shaping their self-perception and providing the necessary groundwork for their
future engagement in society beyond just the workplace (Evans, 2006). Academic
stress, which refers to the psychological distress experienced by students due to the
demands and expectations placed on them in their academic lives (Gadzella et al.,
1996). According to Stallman (2010), university students may experience stress,
which can have a negative impact on their academic performance and mental health.
Various sources of stress that can negatively impact academic performance include
academic pressure, workload and uncertainty (Beanlands et al., 2019; Ching et al.,
2020). Academic performance determines a student's future career opportunities and
personal growth such as improved critical thinking skills, increased confidence, (Sirin,
2005). According to a study by Yeager and Walton (2011), good academic
performance at university is associated with increased motivation, better mental
health, and greater career opportunities. Research has shown that students who
experience high levels of academic stress are more likely to have lower grades, poorer
academic achievement, and a higher risk of dropping out of school (Friedlander et al.,
2007; Stowell et al., 2015).

The whole educational system revolves around students' academic performance.

(Rono, 2013). A student's life is exposed to different stressors, including pressure from
academics with a commitment to success, an uncertain future, and difficult integration
into the system These Students may face social, emotional, physical, and family
problems, which can affect their academic performance (Fish & Nies, 1996; Chew-
Graham et al., 2003). Students at all educational levels experience stress in their
academic careers. Academic stress is caused by high expectations, difficulty, or
workload for students, and it can lead to depression and anxiety. Furthermore, it
hinders students' ability to focus and perform well in their studies. Stress can also
cause physical symptoms such as headaches, fatigue, and insomnia. Research has
shown that academic stress can have a negative effect on students' academic
performance, leading to lower grades, increased absenteeism, and decreased
motivation (Misra & McKean, 2000; Brougham et al., 2009).

LITERATURE REVIEW
Academic stress is a common problem among students, and it has been shown to have
a negative impact on academic performance (Saridaki et al., 2019). The purpose of
this literature review is to look into the relationship between academic stress and

89
PJER, Vol 6, Issue 3 (2023) The relationship between…
academic performance among undergraduate students from public and private
universities in Lahore.

In accordance with Shahzad et al. (2020) defined academic stress is a phycological

condition and distress associated with academic demands, including workload, exams,
and deadlines. Students' academic performance has been studied in several studies in
relation to academic stress. Razia (2016) conducted a study and found that students
attending private schools experience higher levels of academic stress than their
counterparts in government schools. Abdul et al. (2017) carried out a study to
investigate the relationship among academic stress and academic performance
between undergraduate students in Pakistan. A correlation exists between academic
stress and academic performance. This research suggests that students who
encountered higher levels of academic stress demonstrated poorer academic
performance than those who did not experience such stress. Similarly, Ali et al. (2018)
conducted a study on the predictors of academic performance including undergraduate
students in Pakistan. This research discovered that academic stress significantly
analyst of academic performance, with students who experienced intense levels of
academic stress having lower academic performance than those who experienced low
levels of stress. Ahmad et al. (2020). conducted a study on the relationship between
academic stress and academic performance among undergraduate students in Lahore,
Pakistan. The study found thatacademic stress was a significant predictor of academic
performance, with students who experienced high levels of academic stress performed
low academic performance than those who experience moderate levels of stress. Kim
et al. (2018) found that mindfulness-based interventions were effective in reducing
academic stress and improving academic performance among undergraduate students.

Khan and Hashmi. (2018). A study was carried out to evaluate the effect of academic
stress on the academic performance of undergraduate students in Pakistan. The
findings of the study revealed that academic stress had a considerably adverse impact
on the academic performance of undergraduate students. The students reported a
decrease in their academic performance as a result of academic stress. Several studies
have examined the relationship between academic stress and academic performance
among undergraduate students in various contexts. Some studies have found a
negative relationship between academic stress and academic performance. The study
of Das and Jaiswal (2017) found that academic stress negatively affected the academic
performance of undergraduate students in India. Similarly, a study by Zaidi et al.
(2015) on Pakistani undergraduate students found that academic stress had a negative
relationship with their academic performance.

Academic stress can be caused by various factors such as academic workload, pressure
to excel academically, lack of social support, and fear of failure. Academic stress can

90
PJER, Vol 6, Issue 3 (2023) The relationship between…
result in a lack of sleep, physical illness, and depression (Yan, Y et al., 2018). A study
by Thompson and Roberts (2008) revealed that students who had a high fear of failure
were more likely to experience academic stress, leading to negative consequences on
their academic performance. According to Shah and Hasan (2021), students reported
higher levels of academic stress among females, which they attributed to societal
expectations and gender roles. Asghar et al. (2018) conducted a study in Pakistan to
explore how undergraduate students cope with academic stress. Anjum et al. (2017)
conducted astudy on coping mechanisms for academic stress among undergraduate
students in Pakistan. Thestudy found that students used techniques that manage the
emotions, such as positive thinking and relaxation methods, can help in handling the
academic stress.

Furthermore, Al-Anzi and Al-Kandari (2021) found that problem-focused coping and
positive self-talk were effective strategies for coping with academic stress among
Kuwaiti university students. The study suggests that universities should provide
students with opportunities to develop positive coping strategies and skills. In research
conducted by Ho et al. (2021). It was discovered that regular exercise was associated
with lower levels of academic stress between university students in HongKong. The
research suggests that universities should promote physical activity as a coping
mechanism for academic stress. Ferdousi et al. (2021) observed in their study that
academic motivation plays a mediating role between academic stress and academic
performance. The issue of stress has become one of the most important topics in our
society and academic circles (Gupta & Mittal, 2015). But we still need more research
to figure out how to help students with stress. It's important to create places in
universities where students can get guidance and counseling on how to handle stress
better. This could help them do better in thestudies (Sundas Shakeel et al., 2022). So,
we still lack sufficient knowledge about how universities can effectively assist
students in managing stress and improving their academic performance.

RESEARCH OBJECTIVES
1. To explore the sources of academic stress among undergraduate students from
public andprivate universities.
2. To compare the academic stress of undergraduate students in male and female
students.
3. To compare the academic performance of undergraduate students in male and
female students.

RESEARCH HYPOTHESIS
1. There is a no significant relationship between academic stress and academic
performance of undergraduate students from public and private universities in
Lahore.

91
PJER, Vol 6, Issue 3 (2023) The relationship between…
2. There is a no significant difference between academic stress of under graduate in
male and female students.

RESEARCH METHODOLOGY
For this research a quantitative research design was chosen to investigate the
relationship between academic stress and academic performance among
undergraduate students in Lahore, Pakistan. Population of this research was
undergraduate students from both public and private universities in Lahore.

Sample
Stratified random sampling was chosen to ensure a balanced representation of male
and female students in the sample. Data collection was conducted through
questionnaires, including demographic information and scales to measure academic
stress and performance. To measure academic stress, this research used the scale
developed by Kim (1970), which was adopted by Rajendran and Kaliappan (1990),
and Rao (2012). The scale consisted of 40 items that assessed various sources of stress
in students' lives. These sources were grouped into five dimensions: personal
inadequacy, fear of failure, interpersonal difficulties with teachers, teacher-student
relationships, and inadequate study facilities. To measure academic performance, this
research utilized the scale developed by Carson Bircheier, Emily Grattan, Sarah
Hornbacher, and Christopher McGregor.

Validity and Reliability of Instrument

Reliability and validity of Academic performance scale (APS). The internal
consistency of .89 and test-retest reliability of .85. The scale consists of eight 5-point
scale items. This 5-point Scale assessment was carried out by Carson Bircheier, Emily
Grattan, Sarah Hornbacher, and Christopher McGregory of Saginaw valley state
University. The reliability of the Academic Stress Scale (ASS) was demonstrated by
its test-retest reliability score of 0.85. The scale consists of forty 5-point scale items.
This assessment employs a scale developed by Kim (1970), which was later adopted
by Rajendran and Kaliappan (1990), and Rao (2012).

DATA ANALYSIS AND FINDINGS

Gender
This pie chart below is the gender of student who took the part in the survey. A total
of 152 respondent were involved 76% male students and 76 %female students
involve in the survey.

92
PJER, Vol 6, Issue 3 (2023) The relationship between…
Figure 1: Gender

Age of the participant

The bar chart below showed that the participants ages in the survey that extended
from 19 to 23.

Figure 2: Age of the Participant

Level of semester
The survey is exclusively intended for students who have enrolled in the education
department and are currently in their 4th semester.

Type of the university

The bar chart below shows that the survey was conducted in both public and private
universities in Lahore. A total of 76 students were surveyed in private universities, and
another 76 students were surveyed in public universities.

93
PJER, Vol 6, Issue 3 (2023) The relationship between…
Figure 3: Type of University

Sources of Academic stress

Figure 4: Sources of academic stress

The sources of academic stress revealed a multifaceted challenge faced by students,

encompassing issues ranging from inadequate study facilities to interpersonal
difficulties with teachers. To mitigate these stressors, universities and educational
institutions prioritized the creation of conducive study environments, provision of
study materials, and promotion of peer support. Teachers received training in
effective and engaging teaching methods to enhance teacher-pupil relationships and
teaching quality. Encouraging students to seek assistance for personal inadequacies,
such as through counseling services and communication workshops. Moreover,
efforts were made to reduce the fear of failure by emphasizing the importance of
learning over grades, providing better support for assignments, and ensuring fair
evaluation.
94
PJER, Vol 6, Issue 3 (2023) The relationship between…
Descriptive Statistics
Table 1:
N Minimum Maximum Means St.
Deviation
SOURSES OF 152 63.00 181.00 1091.1513 21.60137
STRESS
Valid N (listwise) 152

The provided descriptive statistics table shows the range of academic stress sources
within a sample of 152 respondents. The variable 'STRESS_SOURSES' shows values
ranging from a minimum of 63.00, representing 'Lack of concentration during study
hours,' to a maximum of 181.00, indicating 'Fear of failure' as the most stress-inducing
factor. The mean value of 109.1513 signifies the average level of stress sources
reported by the respondents, and the standard deviation of 21.60137 reflects the
moderate variability around this mean.

Compare the academic Performance between Male and Female Group

Statistics
Table 2:
Gender of N Means St. St.
the Deviation Errors
participants Means
Academic_ Male 76 26.9079 6.61952 .75931
performance
Female 76 26.8553 6.73638 .77272

Table 3:

95
PJER, Vol 6, Issue 3 (2023) The relationship between…
Independent Samples Effect Sizes
Table 4:
95% Confidence
Point Interval Upper
Standardizera Estimate Lower
ACADEMIC Cohen's d 6.67820 .008 -.310 .326
PERFORMANC Hedges' 6.71183 .008 -.309 .324
E correction
Glass's delta 6.73638 .008 -.310 .326

The provided statistical analysis presents an examination of academic performance,

divided by gender of the participants. the data consists of two groups, group 1 male
(n=76) and group 2 female (n=76). the mean academic performance score for group 1
is 26.9079 (sd=6.61952), while for group 2, it is 26.8553 (sd=6.73638). an
independent samples t-test was conducted to compare the means of the two groups,
assuming equal variances, and it produced a t-value of 0.961 with a p-value of 0.481,
indicating no significant difference in academic performance between the genders.

Hypothesis 1
H0: There is a no significant relationship between academic stress and academic
performance of undergraduate students from public and private universities in Lahore.
H1: There is a significant relationship between academic stress and academic
performance of undergraduate students from public and private universities in Lahore.

Correlations
Table 5: Correlation between academic stress and academic performance
ACADEMIC_STRESS Pearson ACADEMIC_ST ACADEMIC_PERFOR
Correlat RESS MANCE
ion
Sig. (2- 1 -.040
tailed)
N .627
ACADEMIC_PERFOR Pearson 152 152
MANCE Correlat
ion
Sig. (2- -.040 1
tailed)
N .627
152 152

96
PJER, Vol 6, Issue 3 (2023) The relationship between…
Based on the analysis, it can be determined that there exists no substantial correlation
between academic stress and academic performance within the examined sample of
152 individuals. Although a very slight negative correlation was observed, the
notably high p-value showed that this relationship lacks statistical significance. With
a p-value of 0.627, which is significantly greater than conventional significance less
of 0.05

Hypothesis 2
H0: There is a no significant difference between academic stress of under graduate in
male and female students.
H1: There is a significant difference between academic stress of under graduate in male
and female students.

T-Test
Table 6: Group Statistics
Gender of the Std. Std. Error
participant. N Mean Deviation Mean
ACADEMIC_ Male 76 111.8421 22.83334 2.61916
STRESS Female 76 106.4605 20.08544 2.30396

This table presents group statistics regarding academic stress levels categorized by
gender among76 male and 76 female participants. On average, male participants
reported a mean academic stress level of approximately 111.8421, with a standard
deviation of roughly 22.83334, indicatingsome variability in stress levels within the
male group. Female participants, on the other hand, had a slightly lower mean
academic stress level of about 106.4605, accompanied by a standard deviation of
approximately 20.08544. The standard error of the mean for males was
approximately 2.61916, while for females, it was approximately 2.30396, reflecting
the precisionof the calculated means. These statistics provide a basic understanding
of the differences in academic stress levels between the two genders in the study,
highlighting a somewhat higher mean stress level among males compared to females.

Table 7: Independent Sample Test

97
PJER, Vol 6, Issue 3 (2023) The relationship between…
Table 8: Independent Samples Effect Sizes
95% Confidence
Point Interval
Standardizera Estimate Lower Upper
ACADE Cohen's d 21.50333 .250 -.069 .569
MIC_ST Hedges' 21.61160 .249 -.069 .566
RESS correction
Glass's delta 20.08544 .268 -.054 .588

An independent t-test and effect size measures were employed to assess the distinction
in academic stress levels among male and female undergraduate students. Levene’s
test for equal for variances indicated that the assumption of equal variances was
upheld. Subsequently, the t-test results showed p-values exceeding the commonly used
significance level of 0.05 in both situations. Therefore, following the hypothesis
testing, this study was finding no compelling evidence to reject the null hypothesis
(HO) and conclude that there is no statically significant difference in academic stress
levels between male and female undergraduate students. Furthermore, all three effect
size measures (Cohen’s, Hedges correction, and glass’s delta) consistently suggest a
small effect size, reinforcing the absence of a practically significant difference.

DISCUSSION
The study's analysis of academic stress and its relation to academic performance
among undergraduate students in Lahore did not find a statistically significant
correlation (Smith et al., 2021). These findings emphasize the complexity of academic
stress, influenced by various factors. The study highlights the importance of
individualized support systems and interventions that consider diverse challenges
faced by students. Further research with broader and more diverse samples could offer
deeper insights into academic stress dynamics and its impact on student success (Jones
& Brown, 2022).

RECOMMENDATIONS
Emphasizes the importance of addressing student well-being and stress management
within educational settings, especially in light of the lack of statistically significant
differences in academic stress between males and females.
Academic establishment help assist all students, irrespective of their gender, in
effectively managing and dealing with stress.
Implementing stress management programs and mental health support services that
provide to the various needs of students and highlights the potential benefit of further
research and data collection to explore the sources of stress and coping mechanisms
among students for developing targeted interventions.

98
PJER, Vol 6, Issue 3 (2023) The relationship between…
REFERENCES

Abdul et al. (2017). Impact of academic stress on students' performance & engagement:
Empirical evidence from university students of Pakistan. Journal of Education &
Educational Development, 4(2), 243-260.
Ahmad et al. (2020). Academic stress and academic performance among undergraduate
students: A case of Lahore, Pakistan. Educational Research and Reviews, 8(4),
164–173.
Al-Anzi, F., & Al-Kandari, A. (2021). Coping strategies for academic stress among Kuwaiti
university students. International Journal of Environmental Research and Public
Health, 18(4),1–14.
Ali et al. (2018). Factors affecting students’ academic performance: A case study in Aga
Khan University, Karachi, Pakistan. International Journal of Economics, Commerce
and Management, 6(6), 10–24.
Asghar, M. S. et al. (2018). Coping strategies of undergraduate students with academic stress
in Pakistan. Journal of Education and Educational Development, 5(2), 177–193.
Beanlands, A. et al. (2019). Academic pressure and its impact on student performance.
Journal of Education, 42(3), 123–136.
Brougham, R. et al. (2009). Stress, sex differences, and coping strategies among college
students. Current Psychology, 28(2), 85–97. https://doi.org/10.1007/s12144-009-
9047-0.
Chew-Graham, C. A. et al. (2003). Social, emotional, and family problems as stressors for
students and their impact on academic performance: A longitudinal study.
Educational Psychology Review, 37(2), 245–259.
Ching, X. et al. (2020). Workload and academic stress: A comparative study. Educational
Psychology Review, 28(2), 245–259.
Evans. (2006). The role of schools in social development: An overview. International Journal
of Educational Development, 26(4), 400–407.
Ferdousi et al. (2021). Mediating role of academic motivation between academic stress and
academic performance: A study among university students in Bangladesh. Journal of
Education and Learning, 10(1), 81–90.
Fish, K., & Nies, M. A. (1996). Mental health issues and academic performance in college
students. Journal of College Student Psychotherapy, 10(4), 55–68.
Friedlander, L. J., Reid, G. J., Shupak, N., & Cribbie, R. (2007). Social support, selfesteem,
and stress as predictors of adjustment to university among first-year undergraduates.
Journal of College Student Development, 48(3), 259–274.
https://doi.org/10.1353/csd.2007.0024.
Gadzella et al. (1996). Reliability, validity, and factor structure of the stress questionnaire.
Journal of Counseling Psychology, 43(3), 310–319.
Gupta, & Mittal. (2015). Academic stress and its sources among university students. Journal
of Education and Practice, 6(18), 43–51.
Ho et al. (2021). Physical activity is associated with lower academic stress among university
students in Hong Kong. Journal of the American College of Health, 1–8.
Jones, R., & Brown, S. (2022). Exploring the complexity of academic stress: Implications for
support systems and interventions. Educational Psychology Review, 58(4), 499–512

99
 PJER, Vol 6, Issue 3 (2023) The relationship between…
Khan, & Hashmi. (2018). Impact of academic stress on undergraduate students’ performance
in universities of Rawalpindi and Islamabad, Pakistan. European Journal of Social
Sciences Studies, 2(2), 84–93.
Kim et al. (2018). Mindfulness-based interventions for university students: A systematic
review and meta-analysis. Journal of Educational Evaluation for Health Professions,
15, 19–27.
Kohn, J. P., & Frazer, G. H. (1986). An Academic Stress Scale: Identification and Rated
Importance of Academic Stressors. Psychological Reports, 59(2), 415–426.
https://doi.org/10.2466/pr0.1986.59.2.415.
Misra, & McKean. (2000). College students’ academic stress and its relation to their anxiety,
time management, and leisure satisfaction. American Journal of Health Studies,
16(1), 41–51.
Razia. (2016). Private school students’ academic stress and coping strategies in Lahore,
Pakistan. International Journal of Scientific Research, 5(2), 243–245.
Rono, K. K. (2013). Assessment of academic performance of secondary school students.
International Journal of Education Research, 1(5), 1–14.
Saridaki et al. (2019). Academic stress and its association with academic performance among
university students. Journal of Psychiatric and Mental Health Nursing, 26(3-4), 98-
109.
Shahzad et al. (2020). Academic stress and its effect on students' performance and mental
health: Moderating role of social support. Journal of Psychology & Psychotherapy,
10(4), 1-9.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review
of research. Review of educational research, 75(3), 417-453.
https://doi.org/10.3102/00346543075003417
Smith, A. B. et al. (2021). Academic stress and its impact on undergraduate performance: A
longitudinal study. Journal of Higher Education, 45(3), 321–338.
Stallman, H. M. (2010). Psychological distress in university students: A comparison with
general population data. Australian Psychologist, 45(4), 249–257.
https://doi.org/10.1080/00050067.2010.482109
Sundas Shakeel et al. (2022) Academic Stress among University Students in Pakistan: Causes
and Consequences. Research Journal of Social Sciences & Economics Review,3(2),
p27-34.
Thompson, & Roberts. (2008). The impact of fear of failure on academic stress &
performance among students. Journal of Educational Psychology, 63(2), 245–260.
Yan, Y. et al. (2018). The mediating role of coping style in the relationship between
academic stress and psychological health among college students in Taiwan.
International Journal of Environmental Research and Public Health, 15(6), 1206.
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education:
They’re not magic. Review of Educational Research, 81(2), 267–301.
https://doi.org/10.3102/0034654311405999.

100

View publication stats