Abstract: This study investigated reductions in perceived academic stress among undergraduate students, focusing on how stress levels vary across subgroups defined by enrollment status (full-time vs. part-time), parenting status (single parents vs. non-parents), work obligations, and GPA. Guided by three research questions, the study examined (1) to what extent is there a relationship between reductions in perceived academic stress and improvements in student academic performance (2) to what extent does a reduction in perceived academic stress predict changes in undergraduate students’ academic performance and (3) whether significant differences in stress levels exist among key student subgroups. A total of 200 undergraduate students, male and female, participated in this cross-sectional study. Data was collected using the Perceived Stress Scale–Academic (PSS-A), a validated instrument designed to assess stress related to academic responsibilities and self-reported Grade Point Averages (GPAs). Using SPSS 28 software for analysis, descriptive statistics indicated that students experienced moderate levels of perceived academic stress overall. Independent samples t-tests revealed significant subgroup differences. Full-time students reported significantly higher stress (M = 3.5, SD = 0.6) than part-time students (M = 3.3, SD = 0.6), [t(185) = 2.47, p = .015], Cohen’s d = 0.33. Single parents exhibited higher stress levels (M = 3.7, SD = 0.6) compared to non-parents (M = 3.4, SD = 0.6), [t(185) = 3.21, p = .002], d = 0.50. Students with work obligations also reported significantly higher stress (M = 3.6, SD = 0.6) than those without (M = 3.3, SD = 0.6), [t(185) = 2.87, p = .005, d = 0.42]. Boxplot visualizations highlighted elevated median stress levels and wider interquartile ranges among full-time students, single parents, and those with work commitments. While GPA range appeared to show minor differences in stress distribution, students with GPAs in the 3.5–4.0 range reported the lowest median stress levels, suggesting a potential link between academic performance and stress management. These findings have important implications for institutional policies and student support services. Undergraduate programs should consider developing targeted interventions, such as flexible scheduling, mental health resources, and family/work-life balance support, especially for full-time students, single parents, and working students. By addressing these disparities, institutions can enhance student well-being, academic persistence, and overall program success.
Keywords: academic stress, undergraduate students, academic performance, Cognitive Appraisal Theory, Self-Determination Theory.
Title: An Examination of the Relationship between Reductions in Perceived Academic Stress and Improvements in Student Academic Performance: A Quantitative Analysis
Author: Dr. David Augustine Bull
International Journal of Healthcare Sciences
ISSN 2348-5728 (Online)
Vol. 13, Issue 1, April 2025 - September 2025
Page No: 61-79
Research Publish Journals
Website: www.researchpublish.com
Published Date: 28-April-2025
