Author Name: – Dr, Alka Pandey, Prashant Kumar Singh / Date:– 28 January, 2025
Abstract
Background: This study investigates the relationship between perceived stress and educationalperformance among undergraduate students (a topic of growing concern in academicpsychology). The current study addresses the gap in understanding whether perceived stress hasa measurable effect on students’ academic achievement within a specific institutional context.
Aim: The primary objective was to examine whether a statistically significant relationship existsbetween perceived stress and educational performance among undergraduate students.Specifically, the study tested the hypothesis that higher levels of perceived stress would correlatewith changes (either positive or negative) in academic performance.
Method: A descriptive, correlational design was used, involving a sample of 100 undergraduatestudents aged 18–25 from Galgotias University. Data were collected via the LevensteinPerceived Stress Questionnaire, known for high internal consistency (α = 0.90–0.92).Educational performance was measured through changes in academic percentages from 2021–22to 2022–23. Pearson’s Product Moment Correlation was used to analyze the relationship, with asignificance threshold set at p < 0.05.
Result: The correlation coefficient (r = 0.058659) fell below the critical value (0.205), indicatingno significant relationship between perceived stress levels and academic performance. This resultsupports the null hypothesis and contradicts much of the prior literature suggesting a detrimentaleffect of stress on academic outcomes.
Conclusion: The study concludes that perceived stress, as measured, does not significantlyimpact undergraduate academic performance in this sample. These finding challenges prevailingassumptions and suggests the need for further research incorporating moderating variables like resilience, coping mechanisms, and institutional support. Despite its limitations such as a singlesite sample and reliance on self-reported data, the study contributes important nuance to thediscussion on student mental health and educational success.
Keywords: Perceived Stress, Educational Performance, Undergraduate Students, AcademicAchievement, Stress Questionnaire, Pearson Correlation .
