Abstract: The impact of logotherapy intervention on student’s perceived academic performance and stress levels was investigated using quantitative methodology, among students in Texas, ages 18 to 60 with particular attention to subgroups facing unique challenges, including work-study and single-parenthood. A total of (N = 200) participants were randomly assigned to either an intervention group (n = 100) receiving logotherapy-based support or a control group (n = 100) receiving no intervention for three, five-weeks sessions from December 2024 to March 2025. Academic performance was measured using self-reported GPA, while stress levels were evaluated using a Modified Preferred Stress Scale (PSS – 10) before and after the intervention. The results demonstrated a statistically significant improvement in academic performance for the intervention group (M = 3.5, SD = 0.4) compared to the control group (M = 2.8, SD = 0.5), [t(198) = 8.52, p < 0.001], with a large effect size (Cohen’s d = 1.54). Similarly, stress levels were significantly lower among students who received the intervention (M = 4.2, SD = 1.3) than those who did not (M = 7.8, SD = 1.6), [t(198) = -13.21, p < 0.001], with a large effect (Cohen’s d = 1.86). Two-way ANOVA analyses further revealed that work-study and single-parent students experienced amplified benefits, with significant interaction effects indicating that the intervention was especially effective for these subgroups. These findings suggested that logotherapy not only enhances academic outcomes but also provides critical emotional resilience, particularly for students managing complex life responsibilities. The study supports the integration of logotherapy-based interventions into academic support services to improve educational persistence and psychological well-being among diverse student populations.
Keywords: Logotherapy, Academic Performance, Stress levels, Meaning-Centered Motivation.
Title: The Impact of Logotherapy on Students’ Perceived Academic Performance and Stress Levels
Author: Dr. David Augustine Bull
International Journal of Life Sciences Research
ISSN 2348-313X (Print), ISSN 2348-3148 (online)
Vol. 13, Issue 2, April 2025 - June 2025
Page No: 11-31
Research Publish Journals
Website: www.researchpublish.com
Published Date: 14-April-2025
