Exploring The Impact Of Stressor On Academic Performance Among Higher Education Students

Abstract

Stress is a prevalent component in every individual’s life, irrespective of race or cultural background. In the education line, many students experience stress during their academic years. It might have a favourable or negative impact on academic performance. Thus, this research is intended to look into the correlation between stress and academic performance among Higher Education Institutions students. The research also attempts to investigate each source of stress that affecting academic performance. A quantitative method in a form of a questionnaire has been used to collect and analyse the data using PLS-SEM software. The sample includes 284 students from different Higher Education Institutions in Selangor. The findings show that the relationship factor has the greatest impact on academic performance, followed by the factor body, mind, and feelings, campus life, and finally financial factors. Therefore, it is recommended for students to maintain a simple, relaxing study environment that is free from any disorganisation and disruption is one approach to lessen the amount of stress that students endure. On the other hand, practising optimism and optimistic thinking can also improve student's health, relationships, and academic performance.

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About this article

Publication Date

31 October 2022

eBook ISBN

978-1-80296-958-0

Publisher

European Publisher

Volume

3

Print ISBN (optional)

-

Edition Number

1st Edition

Pages

1-802

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Cite this article as:

Mohamad Idaris, R., Ahmad Shah, N., Azman Ong, M. H., & Abdullah, S. F. (2022). Exploring The Impact Of Stressor On Academic Performance Among Higher Education Students. In H. H. Kamaruddin, T. D. N. M. Kamaruddin, T. D. N. S. Yaacob, M. A. M. Kamal, & K. F. Ne'matullah (Eds.), Reimagining Resilient Sustainability: An Integrated Effort in Research, Practices & Education, vol 3. European Proceedings of Multidisciplinary Sciences (pp. 225-238). European Publisher. https://doi.org/10.15405/epms.2022.10.23