Perceived Stress and Academic Achievement: a Comparative Analysis of Hostel Students and Day Scholars

6272 WordsJan 6, 201126 Pages
Introduction This research is an attempt to examine the perceived level of stress and academic achievement between boarders and day scholars. Increased technology, more competition, and schedule overload affect the quality of student’s performance due to inability to manage their stress levels. College students may neglect their physical and emotional well being due to pressure to perform well in their classes, and lack of time management and stress management practices.Although proper nutrition, physical activity, various coping techniques and practices can enhance academic performance as well as health and well being, education and awareness programs are essential to implementing these practices. For the last five decades the term stress…show more content…
Their study took into account a variety of factors that can diminish a student’s academic performance. Factors such as fraternity and sorority activities, job responsibilities, or having a boyfriend or girlfriend taking away from valuable time. One extraneous variable that was taken into account was that at most universities students involved in activities such as fraternities or sororities, and also athletics, must maintain an acceptable GPA to participate. This factor by itself could attribute to these students GPAs being higher than the average college student. This study did not take into account a main factor that a lot of college students have to deal with, having children and families to care for. Today more and more people are deciding to return to college after being out in the work force. Coming back to college puts high demands on older people, who sometimes have family already. This factor of having a family could itself contribute to a lower GPA, but one study looked at this factor of family and found the contrary. What helped these students was the support they found within the University, support such as childcare services, and also courses in how to hone superior studying skills (Hammer, Grigsby, & Woods, 1998). One extraneous factor in the study of family and school demands was that most of the students surveyed were only part-time students and therefore not a representative sample of the general college population. There are also a number of

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