Relationship between Stressors and Students’ Academic Achievements with mediation of coping strategies: A Survey of Gomal University, Khyber PakhtunKhwa, Pakistan
DOI:
https://doi.org/10.25128/2520-6230.25.3.17Keywords:
stressors, academic achievements, coping strategiesAbstract
The current study focuses on the relationship between stressors and academic achievement of students with the mediating of coping strategies. Students of Gomal University Dera Ismail Khan (D.I.K) were participated in the study. A sample of 389 students was selected through stratified sampling method. A self-developed questionnaire was distributed among the students for data collection. Regression techniques and Hayes (2015) process macro was used for mediation analysis. The result of the study indicates that coping strategies partially mediates in the association between stressors and students’ academic performance.
References
Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana.
Alsulami, S., Al Omar, Z., Binnwejim, M. S., Alhamdan, F., Aldrees, A., Al-Bawardi, A., & Alhabeeb, M. (2018). Perception of academic stress among health science preparatory program students in two Saudi universities. Advances in medical education and practice, 9, 159.
Farhan, S., & Khan, I. (2015). Impact of stress, self-esteem and gender factor on students’ academic achievement. International journal on new trends in education and their implications, 6(2), 143-156.
Genc, A. (2017). Coping strategies as mediators in the relationship between test anxiety and academic achievement. psihologija, 50(1), 51-66.
Gustems-Carnicer, J., Calderón, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3), 375-390.
Hayes, A. F. (2015). An index and test of linear moderated mediation. Multivariate behavioral research, 50(1), 1-22.
Hancock, P. A., Ross, J. M., & Szalma, J. L. (2007). A meta-analysis of performance response under thermal stressors. Human factors, 49(5), 851-877.
Hoferichter, F., Raufelder, D., & Eid, M. (2014). The mediating role of socio‐motivational relationships in the interplay of perceived stress, neuroticism, and test anxiety among adolescent students. Psychology in the Schools, 51(7), 736-752.
Hsieh, P. H., Sullivan, J. R., Sass, D. A., & Guerra, N. S. (2012). Undergraduate engineering students’ beliefs, coping strategies, and academic performance: An evaluation of theoretical models. The Journal of Experimental Education, 80(2), 196-218.
Hussain, A., Kumar, A., & Husain, A. (2008). Academic stress and adjustment among high school students. Journal of the Indian academy of Applied Psychology, 34(9), 70-73.
Jun, W. H., & Jo, M. J. (2016). Factor affecting happiness among nursing students in South Korea. Journal of psychiatric and mental health nursing, 23(6-7), 419-426.
Khan, M. J., Altaf, S., & Kausar, H. (2013). Effect of Perceived Academic Stress on Students' Performance. FWU Journal of Social Sciences, 7(2).
Kumar, S., & Jejurkar, K. (2005). Study of stress level in occupational therapy students during their academic curriculum. The Indian Journal of occupational therapy, 37(1), 5-14.
McCarthy, J. M., & Goffin, R. D. (2005). Selection test anxiety: Exploring tension and fear of failure across the sexes in simulated selection scenarios. International journal of Selection and Assessment, 13(4), 282-295.
MoghimIslam, M., & Hoseini, M. (2013). Impact of stress management training on the girl high school student academic achievement. Procedia-social and behavioral sciences, 89, 22-26.
Najafi, N., Movahed, K., Barzegar, Z., & Samani, S. (2018). Environmental factors affecting students’ stress in the educational environment: A case study of Shiraz schools. International Journal of School Health, 5(2), 1-7.
Omomia, T. A., Omomia, O. A., Chimezie, C. U., & Akinwale, G. (2014). Perceived Impact of Stress on the Academic Achievement of Biology Students in Education District IV, Lagos State. Nigeria. European Journal of Psychological Studies, (3), 85-92.
Osanloo, A., & Grant, C. (2016). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house”. Administrative issues journal: connecting education, practice, and research, 4(2),
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112.
Wang, M., & Saudino, K. J. (2011). Emotion regulation and stress. Journal of Adult Development, 18(2), 95-103.
Wilks, S. E. (2008). Resilience amid academic stress: The moderating impact of social support among social work students.
Advances in social work, 9(2), 106-125.
Yamane, T. (1967). Statistics: An introductory analysis (No. HA29 Y2 1967).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Faheem Khan; Safia Noor
This work is licensed under a Creative Commons Attribution 4.0 International License.
Social Work and Education is an open access journal. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Creative Commons «Attribution» 4.0