Effects of Perceived Academic Stress on Students’ Academic Performance: A Study Conducted on the University Students of Khulna City

Effects of Perceived Academic Stress on Students’ Academic Performance: A Study Conducted on the University Students of Khulna City | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Effects of Perceived Academic Stress on Students’ Academic Performance: A Study Conducted on the University Students of Khulna City Nur-E-Alam Siddiki, Prosenjit Tarafdar, Samia Shanjabin This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6390222/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 14 You are reading this latest preprint version Abstract The study investigated the relationship between academic stress and students’ academic performance among the public and private university students of Khulna city in Bangladesh. The survey was conducted at Khulna City's two public universities, Khulna University and Khulna University of Engineering and Technology, and two private universities, Northern University of Business and Technology and North Western University, for the purpose of this study. A descriptive survey design and a quantitative methodology were used. The sample was made up of 88 male and 61 female students drawn from all four of the universities using convenience sampling techniques. The demographic profile of the respondents and the key questionnaire variable responses were gathered using a close-ended questionnaire with 48 statements, and the responses were scored using a 5-point Likert scale. The statistical package for social sciences (SPSS) was used to analyze quantitative data, and the reliability test revealed that the average Cronbach's alpha for the four groups was 0.782. From the study it was established that personal issues, physical setting issues, and examination issues have a negative and significant effect on students’ academic performance, whereas teacher issues were found to have a non-significant effect. The study also discovered no discernible differences between male and female students' levels of academic stress. The study further found that examination issues contributed the most to students’ academic stress, scoring the highest mean score of 3.08. Based on the findings the study has validated three of the five hypotheses. The research suggests that programs to lessen stress among university students are needed and that the appropriate authorities need to put them in place. It is advised to conduct more research to look into the areas where the results were not statistically significant. Further research is necessary to fully understand the complex confounding effect of stress on academic performance. Business and commerce/Business and management Humanities/Cultural and media studies Social science/Business and management Social science/Cultural and media studies Social science/Development studies Social science/Education Social science/Psychology Social science/Sociology Academic stress academic performance personal issues physical setting issues teacher issues examination issues Figures Figure 1 Figure 2 Introduction People experience stress when they are presented with demands that they believe surpass their capacity to properly meet, while also having significant and unfavorable repercussions if they are unable to do so. Each of us has a different way of coping with stress and it isn't always a bad thing. Everyone, at any stage of life, faces stress in one way or the other. So, each of us has a limited amount of coping mechanisms, and stress is typically the result when those mechanisms are strained or exceeded. The majority of the population of the world being students, understanding what causes and remedies stress should have been a priority. But our failure to properly address stress issues and prepare our young generations to fight it makes us victims of it. Academic stress affects mental health problems are now among the leading causes of burden among university students worldwide. It permeates students' lives and frequently harms their mental and physical health, as well as their capacity to complete their assignments. Several studies have also concluded that academic stress may lead to reduced or compromised performance for students. Greater academic stress has been linked in studies to poorer academic performance, student burnout, and lower grades (Antonio Crego, 2016 ). Lisnyj et al. ( 2023 ) pointed out that complicated interaction exists between overlapping intrapersonal (such as academic, psychological, demographic, behavioral traits, attitudinal) and interpersonal (such as social capital) aspects that are linked to perceived stress on academic success. Khan et al. ( 2013 ) examined academic stress among students based on factors such as age, gender, educational level, and time of semester and also intended to determine the impact of academic stress on students' performance. In the case of medical students, during their training they are exposed to a variety of stressors, which has a significant negative influence on their physical and mental health (Paudel et al., 2024 ). Although the findings from Kim and Kohn’s (Kohn & Frazer, 1986 ) and other subsequent studies have been tested and retested several dozen times and accepted almost as much in neighbouring countries like India and Pakistan, no such study was conducted from the viewpoint of Bangladesh and, on the students of Khulna City. Additionally, if there remains a significant relationship between academic stress and the performance of the students of this region and to what degree remains untested. Taking these previous findings into account this study sought to propose a potential model to explain the relationship between academic stress and university students’ academic performance in the City of Khulna. The study is to investigate the relationship between academic stress and performance. Along with that the study also investigates the impact of individual academic stressors on academic performance. Then the study will rank the stressors and ascertain which stressors have the biggest impact on the performance. Moreover, the research also compares the academic stress of university students about their gender. Stress, both as a psychological and institutional concern, has been studied, formalized, and tested for decades. Irrespective of the whos, wheres, and whats, it has always been linked with inefficiencies and made headlines as a force to be reckoned with, and rightfully so. Following the footsteps of Hans Selye, Thomas Holmes, Richard Rahe, and many more, a group of academic enthusiasts started exploring the causes and effects of stress exclusively in an academic setting. This resulted in hundreds of studies on the field, most of which have concluded that academic stress is negatively and significantly related to the academic performance of students. There hasn't, however, been a sizable study on this subject in the past, especially in Bangladesh and about university students. Additionally, it is unknown whether and to what extent there is a connection between academic stress and students' performance in this area. LITERATURE REVIEW Stress Any kind of change that puts strain on the body, mind, or emotions is referred to as stress. In 1936, Hans Selye was the first to introduce the idea of stress to the life sciences. Stress has been investigated, codified, and put to the test for decades as a psychological and institutional concern. In the wake of Hans Selye, Thomas Holmes, Richard Rahe, and a host of other academic pioneers, a group of academic zealots began studying the causes and effects of stress only in a classroom environment. The Oxford Dictionary defines stress as a circumstance that strains one's physical or mental resources. It is a reaction from our body to anything that demands focus or action. (Elizabeth Scott, 2022 ). Fifty common signs and symptoms of stress, including the following, have been compiled by the American Institute of Stress: A lot of headaches, pain, or tightening of the jaw gritting, teeth-grinding, Speaking slowly or stammering, trembling hands, lips, and body back pain, muscle spasms, and neck pain faintness, dizziness, and light-headedness, popping, buzzing, or ringing noises Often flushing, perspiring, sweaty or chilly hands, feet difficulties, swallowing, dry mouth, recurring infections, herpes outbreaks, and "Goosebumps," itching, rashes, recurring or unexplained "allergy" attacks, nausea, heartburn, and stomach pain excessive belching, nausea, diarrhoea, loss of control, constipation, respiratory issues, sighing a lot, sudden, life-threatening panic episodes, Palpitations, rapid heartbeat, frequent urination, decreased sexual desire or performance, chest pain, excessive uneasiness, concern, guilt, or trepidation increased animosity, resentment, and fury Insomnia, erratic or frequent mood changes, either more or less appetite and more (Stress, 2022 ). Most researchers have categorized stress into four forms: Acute stress, Chronic stress, Episodic acute stress, and Eustress. One of the least harmful forms of stress is acute stress, which is also the most prevalent form. It can occur numerous times each day and is felt as an urgent perceived threat that could be psychological, emotional, or bodily (Elizabeth Scott, 2022 ). A long-term internal or external stressor can cause a physiological or psychological response known as chronic stress (Wikipedia, 2022 ). When someone suffers acute stress on an irregular basis or frequently, it is referred to as episodic acute stress (Ehrenfeld, 2018 ). Theoretical Foundation The term “stress” was first introduced by Selye (1956), who developed the foundational stress theory. He defined stress as the body's and mind's response to extreme conditions, describing it as the impact of external forces that distort the human body. In the latter half of the 20th century, numerous contemporary researchers in human behavior explored and expanded upon various stress-related theories. Some of these are presented in the Table 1 . Table 1 Theory of Stress Model Theory Summary Role Stressors Kahn et al. (1964) These stressors include things like role ambiguity, role overload, and role conflict. In proportion to the number of stressors, the stress grows. Job Demand-Control Model (DCM) Karasek (1979) When employees have high expectations and are unable to meet those expectations because they lack complete control over their work, stress at work results. To manage the work and achieve the best results, one must have the mental capacity and decision-making skills. Conservation of Resources (COR) Hobfoll (1989) Tension and the discrepancy between actions and expectations are the fundamental causes of stress. The organizational structure, task structures, interpersonal relationships, and working relationships all relate to job resources. Job characteristics Ganster and Schaubroeck (1991) Strong indirect evidence points to the negative effects of job-related pressures on health. Emotional responses and work experiences are intimately intertwined. The Cybernetic theory (Cummings and Cooper, 1998) The sequential situation is considered between stress and stressor. Control theory (Spector, 1998) According to this theory, people are unable to fully regulate their workload, schedules, and independence. Source: (Trivellas et al., 2015 ) Academic Performance According to Abdullah ( 2016 ), academic performance is the body of information that is assessed by a teacher using grades and/or learning goals that have been established by students and teachers and are expected to be attained over a certain period of time. Additionally, academic performance was more frequently evaluated by ear in the past than it is now (Bell, 2018 ). A significant portion of the assessment is made up of the teacher's observation. Addition, or the numerical approach to gauge student learning, is a relatively recent innovation that is utilized in conjunction with teacher evaluation of pupils. In the late Victorian era, when these rating systems first appeared in the United States, they were condemned for being overly subjective. Even though standardization is meant to make the system more equitable, there are still issues because different teachers place a different value on different aspects of learning than others. Alternate metrics of achievement are being investigated, and adjustments are currently being made to take into account the many skills that each student possesses. Although upon hearing the term “academic performance” people typically think of a person’s GPA, several factors indicate a student’s academic success. A number of indicators of academic accomplishment have been included by Ellie Williams (Williams, 2018 ), including Student leadership, impressive test scores, scholarly achievement and skills, and extracurricular achievements. When determining academic performance, grades usually come first. When assessing academic success, people typically start by looking at grades. As do some businesses, particularly when hiring graduates, scholarship organizations, colleges, and employers all begin by looking at grades. Grades are regarded more in some professions, particularly technical ones like law, medicine, and finance. GPA is less significant in other fields, particularly in the arts and humanities and in sales, where interpersonal skills are more crucial than specialized knowledge (Williams, 2018 ). A student's GPA is frequently calculated on a scale from 0 to 4, with higher GPAs corresponding to higher class grades (Ballotpedia, 2022). Though ratings don't necessarily correspond to a person's IQ or expertise. Even though they struggle in class, some students are extremely intelligent and perform well on IQ tests, standardized tests, and college entrance exams. Law firms and medical facilities regard these ratings as well, and they may reject applicants with scores below a particular threshold (Williams, 2018 ). Extracurricular activities are activities that you do outside of school hours (Classful, 2022 ). Younger students are often referred to clubs, apprenticeships, or just organized hobbies (Cakeresume, 2022 ). Many companies also see this as an advantage and believe that these candidates are eager to learn and will easily train them (Williams, 2018 ). As mentioned by Campbellsville University (Campbellsville University, 2019), student leadership means that students are actively involved in their education and develop active skills in the process. Along with this, student leadership initiatives offer benefits that go beyond improved academic performance (Johnson, 2024 ). The development of leadership skills, team building, sharing of a unique experience, inspiring networking, setting of role models, etc. are additional benefits (Nelson, 2022 ). Stress and Academic Performance It was long believed that students were least impacted by stress or issues (Kozhan et al., 2024 ). Nowadays, stress is recognized as a lifestyle crisis (Khan & Kausar, 2013 ) that impacts everyone, regardless of developmental stage (Banerjee & Chatterjee, 2016 ). Stress is acknowledged as a part of student life and has the potential to affect how well students handle the demands of academic life. Approximately 10–30% of students are anticipated to experience academic stress during their academic careers, despite the fact that it is rarely discussed or acknowledged (Print, 2022 ). This is so because of the stressful activities required to complete academic work (Agolla & Ongori, 2009 ). Stress can have a detrimental effect on a student's academic performance, their ability to participate in and contribute to campus life, and their propensity to become drug dependent and engage in harmful behavior (Keely, 2022 ). Stress can be challenging and linger for a very long period (Pourrajab & Rabbani, 2014 ). Students today suffer a variety of academic difficulties due to the intense competition in the world, such as exam anxiety, lack of enthusiasm in attending lectures, and subject comprehension problems. Academic stress encompasses anxiety caused by worrying that there will be issues or that you'll fail your classes, as well as actual anxiety (Thakkar, 2018 ). If stress is severe and sustained, it can have a detrimental impact on a student's performance and ability to participate in campus life, increase the risk of substance misuse, and cause other harmful behaviours (Khan M. u., 2013). Several dozens of studies have all indicated that academic stress has a significant impact on students’ mental health, substance abuse, sleep, physical health, achievement, and dropout rate (Pascoe, Hetrick, & Parker, 2019 ). These factors in turn have been associated with negative academic and social performance. Conceptual Model and Hypothesis Development The research model based on the findings of several literature on academic stress and academic performance e.g. (Abdullah, 2016 ) (Agolla & Ongori, 2009 ) (Antonio Crego, 2016 ) (Banerjee & Chatterjee, 2016 ) (Akgun, 2003 ) (Maqbool, 2015 ) (Macgeorge, Samter, & Gillihan, 2005 ). Previous studies indicate that academic stress has a considerable and detrimental effect on students' academic performance (Rajendren, 1990 ), (Agolla & Ongori, 2009 ). In her study, Mussarat Jabeen Khan (Khan & Kausar, 2013 ) confirmed the impact of academic stress on the performance of the students. Several other studies have added to that by analysing the impact of individual stressors and how they relate in the educational setting. The findings from most of these studies described the presence of personal, physical setting, Teacher, and Exam issues among students and identified these issues as stressors. On the other hand, in describing academic performance, Ellie Williams (Williams, 2018 ) has enlisted several factors indicating academic performance such as scholarly achievement and skills, impressive test scores, extracurricular accomplishments, and student leadership. All these factors are proven to be negatively affected by academic stressors. According to the results of Mussarat Jabeen Khan (Khan M. u., 2013), Akgun & Ciarrochi ( 2010 ), and Muhammad Saqib (Saqib, 2018 ), academic stress has a negative and significant impact on students’ academic performance. The relation between the two was also concluded as moderate and statistically significant. Based on the conclusions made by these researchers, the conceptual model (Fig. 1 ) and the Hypothesis (Fig. 2 ) for the research has been presented. Personal Issues with Academic Performance Students often find themselves in personal complications that may contribute to a stressful situation. Of the forty identified stressors by Kim, sixteen have been placed by the researcher under the category of personal issues, considering the nature of the stressors. A lack of interest in a particular subject matter or whole subject may bring out lacking efforts, which may finally result in poor performance. Students forced to take up those subjects or topics may face increased mental pressures, which in turn causes stress (Unique 2 Brilliance, 2022 ). Lack of concentration has been identified as one of the key contributors to poor academic performance and loss of cognitive ability (Studygroom, 2020 ). Students who struggle with concentration are easily distracted and come off as lazy learners. Such students might become overactive and unable to participate in the learning environment. Unsurprisingly, the aftermath of such a situation often takes the form of high stress and performance hit (Bernal-Morales, Rodríguez-Landa, & Pulido-Criollo., 2015). Students who struggle in school tend to lack confidence in their abilities, whether they show any signs of caring. Even students who typically perform quite well can experience a lack of confidence. These feelings will set off even more negative thoughts, which will decrease the desire to try and only reinforce the idea that they are bad at school and act as a stressor for them (World.edu, 2011). Apart from this, students often find themselves in harsh conversations, competitions, and discrimination with their peers or other entities. The situation may result in unhealthy social relations, which tend to destabilize people, a group, or the community, hence being a potential source of stress (Marynn, 2022 ). Several studies have concluded that adjustment capabilities have a significant impact on students’ academic performance. Undoubtedly, a student's academic success is greatly influenced by their parent’s involvement in their education. This is because parental involvement inspires and motivates students, who subsequently put in a lot of effort and ultimately earn better grades. The parents' full participation, though, has been deterred by their over-indulgence in office work, low level of education, or low social background (NerdyTom, 2022 ). As a consequence, being unable to share their failure, students feel cut off and lonely and soon enough, the burden takes hold of their mental peace, resulting in stress. When they don't comprehend what is being taught in class by the teachers, many students become frustrated. They are concerned about how they will pass the course because they find it difficult to understand what the teachers are saying in class (Essel & Owusu, 2017 ). The inability to participate in the class may have its roots in students’ lack of confidence in the class. This may be due to their feeling of inferiority, lack of concentration, or even fear of failure and punishment. Whatever the reason might be, a lack of assertiveness makes a student feel low and brings out emotional strain. H₁: Personal Issues have a negative and significant relationship with Academic Performance. Issues related to the physical setting with Academic Performance Inadequate study space and facilities, as well as insufficient lab and library resources, are two stressors the researcher classified as physical setting issues. Both have been recognized by Kim (1970) and included in the modified questionnaire of Rajendran and Kaliappan (Rajendren, 1990 ). Students' feelings and thoughts are greatly influenced by the way they live. Students who struggle to pay for even the most necessities for their daily lives, for example, are truly unhappy, which has an impact on almost every aspect of their lives. As a result, when they begin to think about these problems, they become anxious and lose their concentration. Students' feelings and thoughts are greatly influenced by the way that people live (Essel & Owusu, 2017 ). The absence of lab or library facilities in an educational institution is comparable to a hospital without a first aid kit or a swimming pool without water. It’s extremely counterintuitive. Especially for students, this means a continuous unintended knock on the head as they come short of resources and studying materials time and again. H₂: Physical setting Issues have a negative and significant relationship with Academic Performance. Issues related to teachers with Academic Performance Stress in students may originate from faculties too. Adopting the findings of Kim (1970), Rajendren, and Kaliappan (Rajendren, 1990 ) have presented fifteen teacher-related stressors. Teachers making too many extra demands on individuals may cause physical and mental strain. These may come in the form of unrealistic deadlines, over-expectations, extra classes, or even pushing unhealthy competitions. The relationship between teachers and students must not be bound by any formal, outdated boundaries. Another thing is that when teachers don’t listen to what the students have to say, any conversation typically takes the form of one-way communication; restricting and limiting the intended output. It is no wonder that students’ interest in the subject and even the entire learning endeavour gets hampered under such teachers which results in stress for the students. Most psychologists think that in most cases, punishment, particularly corporal punishment, is a poor way to get rid of undesirable behaviour (Lawrent, 2012 ). While there remains an age-old argument for and against punishment, one thing is certain- punishment results in physical and mental stress. Another matter is the teacher’s knowledge often dictates how much he/she can deliver. Experienced and highly qualified teachers thus conduct much more enriched sessions than those who are not. Victims of the less qualified students may feel discontent with the lectures, so much so that it turns into stress. Along with that, there is also a prevailing gap between the teacher and students because sometimes teachers are not interested in sorting out the deficiencies of the students. Another source of stress that particularly affects high-achieving students is the lack of opportunity to meet teachers (Learning, 2018 ) and it causes students a lot of stress. Moreover, learning starts with asking questions, and most of the time students feel hesitant to ask, and they may ignore the teacher and suppress their thoughts and opinions which leads to long-term and short-term stress. Another factor is that teacher favoritism is a matter of issue as stress (Aydogan, 2008 ). Sometimes monotonous teaching style typically results in students not understanding what is being taught. When they don't grasp what is being taught in class by the teachers, many students become frustrated (Ehrenfeld, 2018 ). A lot of the time, teachers struggle to connect with their students one-on-one while also failing to develop engaging lessons. Ineffective communication is also a result of students' untreated language or speech issues (Aparajeya, 2016 ). H 3 : Issues related to teachers have a negative and significant relationship with Academic Performance. Issues related to the examinations with Academic Performance. The last category of stressors comes from exam-related issues. Students may feel stressed before, during, or after the exams take place. Additionally, they may also feel tense about the result and be emotionally strained. First of all, feedback from parents and teachers is one of the core ways to ensure maximum learning for the students, poor performers often feel shy and afraid to get a review of their performance or be scolded for it. Hence, the stress in such situations can become overwhelming. Secondly, preparation periods cause students more stress than one could imagine. Exams are the only means through which a student can prove that he merits a higher grade. Due to these students' intense thought processes and revision of everything they write. Some students gain this knowledge because they have learned throughout the entire duration of the cause. Others are unsure of how to start and are perplexed by some of the topics they cover. They feel frustrated and perplexed just thinking about these things, which over time causes them stress (Ehrenfeld, 2018 ). Along with that, every student wants to do well in their examinations because getting good grades means a lot to them. Students become depressed and lose motivation when they believe they should receive a higher grade, but ultimately receive a lower grade than they anticipated (Essel & Owusu, 2017 ). Moreover, a heavy examination syllabus seems to have an equivalent impact on students as a heavy workload creates physical and mental strain. Students are stressed out by an increase in class work because they become frustrated when given more than they can handle, which makes it difficult for them to concentrate and think clearly (Essel & Owusu, 2017 ). H 4 : Issues related to Examinations have a negative and significant relationship with Academic Performance. Academic Stress Based on Gender One such study has concluded that although there are negligible differences between the adjustment skills of males and females, both are at best average in adjusting to the opposing gender. This has mental and performance implications, as students may feel stressed to work with the opposing gender (Maqbool, 2015 ). H 5 : Academic stress will be higher in female students as compared to male students. METHODOLOGY The current study was both descriptive and inferential. In the case of sampling we chose using convenience sampling, a non-probability sampling technique. The units that were the simplest for the researcher to access were selected to be part of the sample. Data was collected from the current university students of Khulna City via online and offline questionnaires. The population of the study is the University students of Khulna City. This includes the students currently enrolled in any of the top four UGC (Bangladesh, 2022 ) approved universities of Khulna which are: Khulna University, Khulna University of Engineering and Technology, Northern University of Business and Technology, and North Western University. According to EduRank (EduRank, 2022 ), the number of students currently enrolled in these universities are enlisted below in Table 2 . Table 2 Population Size University Name Number of students currently enrolled Khulna University 7,500 Khulna University of Engineering and Technology 4,500 Northern University of Business and Technology 500 North Western University 500* Total : 13,000 Source: (EduRank, 2022 ) Considering the population size of 13000, a confidence level of 95%, a margin of error of 8%, standard deviation of 0.5, the sample size calculation interprets: n = z2 p (1-p)e2 ÷{1 + z2 p 1-pe2N}. So the sample is 149 for this survey (Goodcalculators, 2022 ). A close-ended questionnaire with a total of 48 questions was circulated among the students. The questionnaire was divided into two main sections. Section A represented the demographic section and contained questions concerning students’ university profile. Section B on the other hand represented 40 stress-related questions subdivided into four parts: personal issues, physical setting issues, issues related to teachers, and examination issues. and a 5-point Likert scale was used for this purpose. The Statistical Package for Social Sciences (SPSS) version 25 was used to collect and analyse the data. Descriptive statistics of the variables were used to refine and validate the variables by calculating the mean, standard deviation & frequency of the respondents and results were ranked based on mean and mode. To comprehend the connection between academic stress factors and academic performance, correlation analysis was used, and regression analysis was used to measure how much the variables affected academic performance. ANALYSIS AND FINDINGS Reliability Analysis At first, the reliability statistics (Cronbach's α) was calculated to examine the internal consistency of data (Tavakol, 2011 ). Table 3 Data Reliability Cronbach's Alpha N of Items .782 4 Source: Prepared by the Author based on the results. Table 3 shows that the data set's reliability value is.782, which is higher than the recommended value of .70 and is designated as good (Tavakol & Dennick, 2011). Therefore, it is evident from Cronbach's Alpha value that the data used for this research is credible. Univariate Analysis Demographic characteristics of the respondents This segment shows demographic factors of the respondents (Gender, Residential status, university name and type, year of study, and average GPA). Table 4 Demographic Profile of the Students Variables Category Frequency (N) Percentage (%) Gender Male 88 59.10 Female 61 40.90 Residential Status University Hall 44 29.50 Local 66 44.30 Rented Place 39 26.20 University Name Khulna University 74 49.70 Khulna University of Engineering and Technology 14 9.40 Northern University of Business and Technology 38 25.50 North Western University 23 15.40 University Type Public 87 58.40 Private 62 41.60 Year of Study 1st Year 49 32.90 2nd Year 18 12.10 3rd Year 37 24.80 4th Year 44 29.50 5th Year 1 0.70 Source: Prepared by the Author based on the field survey. As presented in Table 4 , of the 149 respondents of the study, 88 were male and 61 females. This represents a 59% distribution of male and 41% female. For university students, the residential status was found to be university hall (dormitory), local residence (local inhabitants), and rented place. The random participation of students resulted in an uneven distribution, representing 44.3% of the respondents being local inhabitants, 29.5% of them staying at university halls, and 26.2% of them residing in rented places. A total of 87 of the 149 respondents belonged to public universities (58.4%) whereas, 62 of the respondents were from private universities (41.6%). Of the 149 respondents, 74 were from Khulna University (50%), 14 from Khulna University of Engineering and Technology (9.4%), 38 from Northern University of Business and Technology, Khulna (25.5%), and 23 from North Western University (15.4%). Students’ academic performance Students’ performance in this regard was measured in four categories: Outstanding performers (3.75 to 4.0), Excellent performers (3.5 and above but below 3.75), Good performers (3.0 and above but below 3.5), and Bad performers (Below 3.0). Table 5 Students' performance Frequency Percent Below 3.0 21 14.1 3.0 and above but below 3.5 75 50.3 3.5 and above but below 3.75 28 18.8 3.75 to 4.00 25 16.8 Total 149 100 Source: Prepared by the Author based on the field survey. As depicted in the Table 5 , the research concluded that the majority of the students fell in the performance area of CGPA 3.0 and above but below 3.5 (50.3%) and hence can be termed good performers. A staggering 18.8% of the respondents had excellent CGPA followed by 16.8% outstanding performers. Only 14.1% of the respondents reported to have a CGPA of below 3.0 representing bad performers. Table 6 Analysis of factors affecting academic performance Variables Mean Std. Deviation Personal Issues 2.60 0.57 Physical Setting Issues 2.91 0.98 Teacher Issues 2.68 0.80 Examination Issues 3.08 0.75 Source: Prepared by the Author based on the field survey. Table 6 presents an analysis of factors affecting academic performance the mean of personal issues is 2.60 which indicates that the average respondents feel stressed regarding their personal issues. A standard deviation of .57 means that the dispersion of the respondents’ answers is .57 above or below the mean. The mean of personal issues is 2.91 which indicates that the average respondents feel stressed regarding their physical setting issues. A standard deviation of .98 means that the dispersion of the respondents’ answers is .98 above or below the mean. The mean of personal issues is 2.68 which indicates that the average respondents feel stressed regarding their issues related to teachers. A standard deviation of .80 means that the dispersion of the respondents’ answers is .80 above or below the mean. The mean of personal issues is 3.08 which indicates that the average respondents feel stressed regarding their issues related to examinations. A standard deviation of .75 means that the dispersion of the respondents’ answers is .75 above or below the mean. Bivariate Analysis Table 7 Correlation between personal issues, physical setting issues, teacher issues, examination issues, and academic performance Personal Issues Average Score Physical Setting Issues average score Teacher Issues Average Score Exam Issues Average Score Average GPA Personal Issues Pearson Correlation 1 .417 ** .305 ** .572 ** − .560 ** Sig. (2-tailed) 0.000 0.000 0.000 0.000 N 149 149 149 149 149 Physical Setting Issues Pearson Correlation .417 ** 1 .254 ** .300 ** − .359 ** Sig. (2-tailed) 0.000 0.002 0.000 0.000 N 149 149 149 149 149 Teacher Issues Pearson Correlation .305 ** .254 ** 1 .532 ** − .358 ** Sig. (2-tailed) 0.000 0.002 0.000 0.000 N 149 149 149 149 149 Exam Issues Pearson Correlation .572 ** .300 ** .532 ** 1 − .657 ** Sig. (2-tailed) 0.000 0.000 0.000 0.000 N 149 149 149 149 149 Academic Performance Pearson Correlation − .560 ** − .359 ** − .358 ** − .657 ** 1 Sig. (2-tailed) 0.000 0.000 0.000 0.000 N 149 149 149 149 149 **. Correlation is significant at the 0.01 level (2-tailed). Source: Prepared by the Author based on the results. Per the findings presented in Table 7 , there is a moderately negative association between personal problems and academic achievement, with a correlation coefficient of − .560, indicating that the association between personal problems and academic achievement is statistically significant, the P value of the correlation is 0.000, which is less than.001. There is a moderately negative connection between physical setting issues and academic achievement, with a correlation coefficient of − .359, which denotes a tenuous, negative relationship between the variables. P value of 0.000, less than.001, indicates that the correlation is statistically significant. The correlation between teacher issues and academic performance in these results is − .358, which suggests that there is only a tenuous, adverse association between the variables. The correlation between teacher problems and student achievement has a P value of 0.000, which is less than.001, and this value indicates that the correlation coefficient is statistically significant. There is a moderately negative link between exam-related difficulties and academic achievement, with a correlation coefficient of − .657. The link between exam-related concerns and academic achievement has a P value of 0.000, which is less than.001, meaning that it is statistically significant. Multivariate Analysis Relationship between Stress Related Factors and Academic Performance In this part, the goal is to identify the link between academic stress related factors (personal issues, physical setting issues, teacher issues, and examination issues) and academic performance and to explore the connection between them. Table 8 Model Summery Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .826 a 0.682 0.673 0.530 a. Predictors: (Constant), Examination Issues, Physical Setting Issues, Teacher Issues, Personal Issues. Source: Prepared by the Author based on the results. Based on the multivariate analysis conducted on the collected data and presented in the Table 8 , the value of R squared was .682, which indicated that changes in academic stressors such personal issues, physical setting issues, teacher issues, and examination issues had an effect on academic performance to the degree of 68.2%. This demonstrates that there is a substantial association between the predictors and the explanation of 68.2% of changes in academic performance. Table 9 ANOVA ANOVA a Model Sum of Squares df Mean Square F value Sig. 1 Regression 86.753 4 21.688 77.226 .000 b Residual 40.441 144 .281 Total 127.195 148 a. Dependent Variable: Academic performance b. Predictors: (Constant), Exam Issues, Physical Setting Issues, Teacher Issues, Personal Issues. Source: Prepared by the Author based on the results. The significance value in the Table 9 demonstrates the model's efficacy. The model utilized in this study matches the data, as evidenced by the significance value of .000, because the lower the significance value, the better the model fits the data. A number larger than 1 is appropriate for the F-ratio yield efficient model. In the table above, the value is 77.226, which is favourable. Table 10 Linear Regression model based estimated effects of selected covariates Model Unstandardized Coefficients B Std. Error Standardized Coefficientsβ t value Sig. (Constant) 5.596 0.225 24.834 0 Personal Issues -0.442 0.107 -0.27 -4.137 0 Physical Setting Issues -0.392 0.059 -0.415 -6.67 0 Teacher Issues 0.126 0.067 0.108 1.88 0.062 Examination Issues -0.408 0.09 -0.33 -4.532 0 Dependent Variable: Average GPA Source: Prepared by the Author based on the results. Since in a real academic environment students are exposed to all four types of stressors, a multiple linear regression model will help us predict the influence of any one source of stress on the academic performance of the students while being exposed to other sources of academic stress. Table 10 reveals a negative and significant relation between the personal issues and academic performance, with (β= -0.27) and (p < 0.001). From these results, it can be interpreted that personal issues negatively contribute 27% to academic performance of students. Personal issues in relation to academic performance is .000 denoting that a unit increase in personal issues would lead to a decrease in the academic performance by a factor of 4.137. The results explore to validate H₁. The regression results of the study reveal negative and significant relation between the physical setting issues and academic performance, with (β= -0.415) and (p < 0.001). From these results, it can be interpreted that physical setting issues negatively contribute 41.5% to academic performance of students. Physical setting issues in relation to academic performance is .000 denoting that a unit increase in physical setting issues would lead to a decrease in the academic performance by a factor of 6.67. The results explore to validate H₂. The regression results of the study reveal that there is insignificant relation among the teacher issues and academic performance, with (β = 0.108) and (p > 0.05). The positive result of β shows that there is a positive relationship among teacher issues and academic performance and since p = 0.062, it represents that the relationship is statistically insignificant. From these results, it can be interpreted that teacher issues positively contribute 10.8% to academic performance of students. Teacher issues in relation to academic performance is .000 denoting that a unit increase in teacher issues would lead to an increase in the academic performance by a factor of 1.88. The results of the study reject H₃. The regression results of the study reveal negative and significant relation between the Examination issues and academic performance, with (β= -0.33) and (p < 0.001). From these results, it can be interpreted that examination issues negatively contribute 33% to academic performance of students. Physical setting issues in relation to academic performance is .000 denoting that a unit increase in examination issues would lead to a decrease in the academic performance by a factor of 4.532. The results explore to validate H₄. Ranking Based on Mean Table 11 Ranking of the stressors based on mean Variables Mean Examination Issues 3.08 Physical Setting Issues 2.91 Teacher Issues 2.68 Personal Issues 2.60 Source: Prepared by the Author based on the results. As shown in the Table 11 , examination issues come on top when it comes to students’ academic stressors, with a mean of 3.08. This is followed by physical setting issues with a mean of 2.91, representing a moderate level of stress. Teacher issues come in the third position with a mean of 2.68 which is then followed by personal issues with a mean of 2.60. The mean from all four sources of academic stress represent slightly moderate levels of stress, validating their influence on students’ mental health. Gender Differences and Academic Stress Table 12 Independent T-test Analysis of Gender Differences on the Basis of Academic Stress Gender Frequency Mean Std. Deviation t-value p-value Male 88 2.88 .574 -1.421 .158 Female 61 2.73 .660 Total 149 2.82 .613 Source: Prepared by the Author based on the results. The results in the Table 12 showed that in the individual’s response towards academic stress, no significant impact of gender differences could be observed. As the P value of the outcome variables is 0.158 (p > 0.05), then there is no significant difference in academic stress due to difference in gender. In more specific terms, female students do not face higher degrees of academic stress than their male counterparts. The results explore to reject H₅. Hypothesis Testing Results Following the analysis and results of the chapter, the decision of the researcher has been presented in Table 13 . The research accepted H 1, H 2, and H 4 whereas, H 3 and H 5 were rejected based on the outcome of the research. Table 13 Results of the Hypotheses Testing Hypothesis β-value p-value Decision Interpretation H₁ -0.27 0 Hypothesis accepted Personal issues have a negative and significant relationship with academic performance. H₂ -0.415 0 Hypothesis accepted Physical setting issues have a negative and significant relationship with academic performance. H 3 0.108 0.062 Hypothesis rejected Issues related to teachers have a negative and significant relationship with academic performance. H 4 -0.33 0 Hypothesis accepted Issues related to examinations have a negative and significant relationship with academic performance. H 5 * 0.158 Hypothesis rejected Academic stress in female students is not higher than male students *β value not available from t-test. Source: Prepared by the Author based on the results. The study was to explore the effect of perceived academic stress on students’ academic performance. Before this study, no other studies of such intention were conducted in the local setting of Khulna, Bangladesh. The purpose of the study was to identify the impact of academic stressors such as personal issues, physical setting issues, teacher issues, and examination issues on the students’ academic performance. The findings of the investigation supported some of the findings of the previous studies conducted by Abdullah, Maqbool, and Thakkur (Abdullah, 2016 ; Maqbool, 2015 ; Thakkar, 2018 ). CONCLUSION Numerous research have been conducted in the area as a result, the majority of which have concluded that student academic performance is negatively and considerably impacted by academic stress. However, there hasn't been a significant study on this topic in the past, particularly in Bangladesh and regarding university students. Following the established works of the researchers, the study intended to find the relationship between academic stressors and students’ academic performance. These stressors were categorized as personal issues, physical setting issues, teacher issues, and examination issues. The research questions asked around these variables were to understand individual relationships between personal issues and academic performance, physical setting issues and academic performance, teacher issues and academic performance, and examination issues and academic performance. The research also intended to understand the impact of gender differences on the academic stress of individuals. The findings from the research presented that personal issues had a significant and negative relationship with the academic performance of individuals. It also concluded that both physical setting issues and examination issues had a significantly negative relationship with how students’ academic performance. However, teacher issues were not found to have any significant negative impact on academic performance. The research also concluded that gender differences did not result in differing levels of academic stress. This meant that female students did not face higher academic stress than their male counterparts as the researchers had expected. Before this study, no other studies of such intention were conducted in the local setting of Khulna, Bangladesh. The results of this study will assist in the establishment of all the necessary mechanisms to minimize the impacts of stress on students by students, academics, instructors, career and counseling centers, and university administrations. The discovery sparks discussion among experts about the issue of academic stress that university students experience and enables researchers to delve more into the root causes of both issues. From a student’s perspective, understanding the causes and effects of academic stress is crucial to handling it, should it trouble him/her. Besides helping oneself, understanding and reasoning can be implacable in understanding and helping other fellow students. Also, various programs and self-help initiatives can be initiated by student associations to let everyone be aware of academic stress and how to counter them. The study can also be a driving factor for the university administration and teachers to understand stress, be aware about it, and help students in this regard. Since the stressors have been found and organized according to their impact, the university officials may easily work around them to handle and mitigate the stressors. The academics may find crucial insights from this study as well. The study recommends that, the researcher found no significant relationship between teacher issues and academic performance, more research needs to be conducted on the issue for better clarification. Contrary to some of the established research, the researcher found no significant relationship between gender differences and academic stressors. Further research needs to be conducted to clarify the relationship. The research found a significant relationship between personal issues, physical setting issues, examination issues and academic performance of the university students. Similar research can be conducted on primary, secondary, and higher education institutions to build up on the understanding. Considering the objectives and findings of the study, further studies can be conducted on a wider scope and area. The research was confined within Khulna City. Similar research can be conducted on a larger area to understand the impact on a broader scale. The researcher relied solely on the grade point average to measure students’ academic performance. Some other performance tools of academic performance can also be included. Declarations Ethical Approval and Consent to Participate 1. Human Subjects - With Ethical Approval and Informed Consent: The study involving human participants was reviewed and approved by the Ethics Committee of Khulna University. Written informed consent to participate in this study was provided by the participants or their legal guardian/next of kin. 2. Animal Subjects – The study did not involve animal subjects. It only involved human participation. 3. Survey or Observational Study - With Informed Consent: "All procedures performed in this study involving human participants were conducted ethically according to the ethical standards of the Institutional and/or National Research Committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Informed consent was obtained from all individual participants included in the study." 4. Study Involving Identifiable Human Data or Samples - With Consent: "The research involving the use of human data/samples was approved by the Institutional Review Board of Khulna University. Informed consent for the use of their data/samples was obtained from all participants." 5. Research Involving Cell Lines or Non-identifiable Human Data/Samples: "The cell lines/non-identifiable human data/samples used in this study were sourced ethically and their research use was in compliance with the terms of the original ethics approval of Ethics Committee of Khulna University." Consent for Publication The study relied solely on data collected through an anonymous questionnaire designed specifically for this research. No individual data beyond this were gathered. All authors have given their consent for the work to be published in the Future Business Journal. Funding No external funding was received for this research. References Abdullah AN (2016) Academic Performance of Senior Secondary School Students:Influence of Parental Encouragement and School Environment. Semanticscholar , Special Issue Agnafors S, Barmark M, Sydsjö G (2020) Mental health and academic performance: a study on selection and causation effects from childhood to early adulthood. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6390222","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":469500292,"identity":"426506e3-5e2d-45b0-b246-b4b6b1d9ab12","order_by":0,"name":"Nur-E-Alam Siddiki","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABDklEQVRIiWNgGAWjYNCCAhDB2CDBY5DAww8RYmZgkGAwwK3FAEmLZAPxWoBqeBgSGAwOENBiLpH78MEPA7toBv7DjTfeFKTJGJ8/fEyCocI6sUG6eQM2LZYz0o0NewyScxskEpst5xjk8JjdSEuTYDiTntggc6wAq5NupLEBvcAM1MLYJs1jUAHUwmMGZB9ObJDIweowoBb2n38M6nMb+A9CtBj3n/8mwfgPrxY2Zh6Dw7kNDIkgLTk8Bgw5bBKMDXi0nHnGLC1jcDy3DeKXNB6JG2nGFgnH0o3bcPnleBrjxzcV1bn9/Mcf3njzJ9mev//wwxsfaqxl+3GEGBywofASMERGwSgYBaNgFJACAMDnWyMh+0nmAAAAAElFTkSuQmCC","orcid":"","institution":"Southeast University","correspondingAuthor":true,"prefix":"","firstName":"Nur-E-Alam","middleName":"","lastName":"Siddiki","suffix":""},{"id":469500293,"identity":"474b5a50-e0d6-4423-811d-90eb380d4099","order_by":1,"name":"Prosenjit Tarafdar","email":"","orcid":"","institution":"Khulna University","correspondingAuthor":false,"prefix":"","firstName":"Prosenjit","middleName":"","lastName":"Tarafdar","suffix":""},{"id":469500294,"identity":"c959378c-4a17-49ef-8b89-3fda97b4cbeb","order_by":2,"name":"Samia Shanjabin","email":"","orcid":"","institution":"Deffodil International University","correspondingAuthor":false,"prefix":"","firstName":"Samia","middleName":"","lastName":"Shanjabin","suffix":""}],"badges":[],"createdAt":"2025-04-07 05:08:17","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6390222/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6390222/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":84504788,"identity":"cd217e03-1590-4459-9575-164d088d44ac","added_by":"auto","created_at":"2025-06-12 18:13:06","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":225201,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eConceptual Model\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSource: Prepared by the Author\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-6390222/v1/1d2d8a6e1cacac0e7020ef10.png"},{"id":84504790,"identity":"0c2cdd1a-5994-45aa-b785-6116df0d4d4f","added_by":"auto","created_at":"2025-06-12 18:13:07","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":147151,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eHypothesis Development\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSource: Prepared by the Author\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-6390222/v1/48b999a7019b75ff26dee3d7.png"},{"id":84505067,"identity":"9d816b91-751e-46e3-8d22-b0eb728be0a0","added_by":"auto","created_at":"2025-06-12 18:21:07","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1877356,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6390222/v1/2c3e50c8-fb44-42ff-9372-a62b81dc1f10.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eEffects of Perceived Academic Stress on Students’ Academic Performance: A Study Conducted on the University Students of Khulna City\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003ePeople experience stress when they are presented with demands that they believe surpass their capacity to properly meet, while also having significant and unfavorable repercussions if they are unable to do so. Each of us has a different way of coping with stress and it isn't always a bad thing. Everyone, at any stage of life, faces stress in one way or the other. So, each of us has a limited amount of coping mechanisms, and stress is typically the result when those mechanisms are strained or exceeded. The majority of the population of the world being students, understanding what causes and remedies stress should have been a priority. But our failure to properly address stress issues and prepare our young generations to fight it makes us victims of it. Academic stress affects mental health problems are now among the leading causes of burden among university students worldwide. It permeates students' lives and frequently harms their mental and physical health, as well as their capacity to complete their assignments. Several studies have also concluded that academic stress may lead to reduced or compromised performance for students. Greater academic stress has been linked in studies to poorer academic performance, student burnout, and lower grades (Antonio Crego, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Lisnyj et al. (\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) pointed out that complicated interaction exists between overlapping intrapersonal (such as academic, psychological, demographic, behavioral traits, attitudinal) and interpersonal (such as social capital) aspects that are linked to perceived stress on academic success. Khan et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) examined academic stress among students based on factors such as age, gender, educational level, and time of semester and also intended to determine the impact of academic stress on students' performance. In the case of medical students, during their training they are exposed to a variety of stressors, which has a significant negative influence on their physical and mental health (Paudel et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Although the findings from Kim and Kohn\u0026rsquo;s (Kohn \u0026amp; Frazer, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e1986\u003c/span\u003e) and other subsequent studies have been tested and retested several dozen times and accepted almost as much in neighbouring countries like India and Pakistan, no such study was conducted from the viewpoint of Bangladesh and, on the students of Khulna City. Additionally, if there remains a significant relationship between academic stress and the performance of the students of this region and to what degree remains untested.\u003c/p\u003e \u003cp\u003eTaking these previous findings into account this study sought to propose a potential model to explain the relationship between academic stress and university students\u0026rsquo; academic performance in the City of Khulna. The study is to investigate the relationship between academic stress and performance. Along with that the study also investigates the impact of individual academic stressors on academic performance. Then the study will rank the stressors and ascertain which stressors have the biggest impact on the performance. Moreover, the research also compares the academic stress of university students about their gender.\u003c/p\u003e \u003cp\u003eStress, both as a psychological and institutional concern, has been studied, formalized, and tested for decades. Irrespective of the whos, wheres, and whats, it has always been linked with inefficiencies and made headlines as a force to be reckoned with, and rightfully so. Following the footsteps of Hans Selye, Thomas Holmes, Richard Rahe, and many more, a group of academic enthusiasts started exploring the causes and effects of stress exclusively in an academic setting. This resulted in hundreds of studies on the field, most of which have concluded that academic stress is negatively and significantly related to the academic performance of students. There hasn't, however, been a sizable study on this subject in the past, especially in Bangladesh and about university students. Additionally, it is unknown whether and to what extent there is a connection between academic stress and students' performance in this area.\u003c/p\u003e"},{"header":"LITERATURE REVIEW","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStress\u003c/h2\u003e \u003cp\u003eAny kind of change that puts strain on the body, mind, or emotions is referred to as stress. In 1936, Hans Selye was the first to introduce the idea of stress to the life sciences. Stress has been investigated, codified, and put to the test for decades as a psychological and institutional concern. In the wake of Hans Selye, Thomas Holmes, Richard Rahe, and a host of other academic pioneers, a group of academic zealots began studying the causes and effects of stress only in a classroom environment. The Oxford Dictionary defines stress as a circumstance that strains one's physical or mental resources. It is a reaction from our body to anything that demands focus or action. (Elizabeth Scott, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Fifty common signs and symptoms of stress, including the following, have been compiled by the American Institute of Stress: A lot of headaches, pain, or tightening of the jaw gritting, teeth-grinding, Speaking slowly or stammering, trembling hands, lips, and body back pain, muscle spasms, and neck pain faintness, dizziness, and light-headedness, popping, buzzing, or ringing noises Often flushing, perspiring, sweaty or chilly hands, feet difficulties, swallowing, dry mouth, recurring infections, herpes outbreaks, and \"Goosebumps,\" itching, rashes, recurring or unexplained \"allergy\" attacks, nausea, heartburn, and stomach pain excessive belching, nausea, diarrhoea, loss of control, constipation, respiratory issues, sighing a lot, sudden, life-threatening panic episodes, Palpitations, rapid heartbeat, frequent urination, decreased sexual desire or performance, chest pain, excessive uneasiness, concern, guilt, or trepidation increased animosity, resentment, and fury Insomnia, erratic or frequent mood changes, either more or less appetite and more (Stress, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Most researchers have categorized stress into four forms: Acute stress, Chronic stress, Episodic acute stress, and Eustress. One of the least harmful forms of stress is acute stress, which is also the most prevalent form. It can occur numerous times each day and is felt as an urgent perceived threat that could be psychological, emotional, or bodily (Elizabeth Scott, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). A long-term internal or external stressor can cause a physiological or psychological response known as chronic stress (Wikipedia, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). When someone suffers acute stress on an irregular basis or frequently, it is referred to as episodic acute stress (Ehrenfeld, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eTheoretical Foundation\u003c/h3\u003e\n\u003cp\u003eThe term \u0026ldquo;stress\u0026rdquo; was first introduced by Selye (1956), who developed the foundational stress theory. He defined stress as the body's and mind's response to extreme conditions, describing it as the impact of external forces that distort the human body. In the latter half of the 20th century, numerous contemporary researchers in human behavior explored and expanded upon various stress-related theories. Some of these are presented in the Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTheory of Stress Model\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSummary\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRole Stressors\u003c/p\u003e \u003cp\u003eKahn et al. (1964)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThese stressors\u0026nbsp;include things like role ambiguity, role overload, and role conflict. In proportion to the number of stressors, the stress grows.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eJob Demand-Control Model (DCM)\u003c/p\u003e \u003cp\u003eKarasek (1979)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhen employees have high expectations and are unable to meet those expectations because they lack complete control over their work, stress at work results. To manage the work and achieve the best results, one must have the mental capacity and decision-making skills.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConservation of Resources (COR)\u003c/p\u003e \u003cp\u003eHobfoll (1989)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTension and the discrepancy between actions and expectations are the fundamental causes of stress. The organizational structure, task structures, interpersonal relationships, and working relationships all relate to job resources.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eJob characteristics\u003c/p\u003e \u003cp\u003eGanster and Schaubroeck (1991)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrong indirect evidence points to the negative effects of job-related pressures on health. Emotional responses and work experiences are intimately intertwined.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe Cybernetic theory\u003c/p\u003e \u003cp\u003e(Cummings and Cooper, 1998)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe sequential situation is considered between stress and stressor.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eControl theory\u003c/p\u003e \u003cp\u003e(Spector, 1998)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccording to this theory, people are unable to fully regulate their workload, schedules, and independence.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003eSource: (Trivellas et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2015\u003c/span\u003e)\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e\n\u003ch3\u003eAcademic Performance\u003c/h3\u003e\n\u003cp\u003eAccording to Abdullah (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), academic performance is the body of information that is assessed by a teacher using grades and/or learning goals that have been established by students and teachers and are expected to be attained over a certain period of time. Additionally, academic performance was more frequently evaluated by ear in the past than it is now (Bell, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). A significant portion of the assessment is made up of the teacher's observation. Addition, or the numerical approach to gauge student learning, is a relatively recent innovation that is utilized in conjunction with teacher evaluation of pupils. In the late Victorian era, when these rating systems first appeared in the United States, they were condemned for being overly subjective. Even though standardization is meant to make the system more equitable, there are still issues because different teachers place a different value on different aspects of learning than others. Alternate metrics of achievement are being investigated, and adjustments are currently being made to take into account the many skills that each student possesses. Although upon hearing the term \u0026ldquo;academic performance\u0026rdquo; people typically think of a person\u0026rsquo;s GPA, several factors indicate a student\u0026rsquo;s academic success. A number of indicators of academic accomplishment have been included by Ellie Williams (Williams, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), including Student leadership, impressive test scores, scholarly achievement and skills, and extracurricular achievements.\u003c/p\u003e \u003cp\u003eWhen determining academic performance, grades usually come first. When assessing academic success, people typically start by looking at grades. As do some businesses, particularly when hiring graduates, scholarship organizations, colleges, and employers all begin by looking at grades. Grades are regarded more in some professions, particularly technical ones like law, medicine, and finance. GPA is less significant in other fields, particularly in the arts and humanities and in sales, where interpersonal skills are more crucial than specialized knowledge (Williams, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). A student's GPA is frequently calculated on a scale from 0 to 4, with higher GPAs corresponding to higher class grades (Ballotpedia, 2022). Though ratings don't necessarily correspond to a person's IQ or expertise. Even though they struggle in class, some students are extremely intelligent and perform well on IQ tests, standardized tests, and college entrance exams. Law firms and medical facilities regard these ratings as well, and they may reject applicants with scores below a particular threshold (Williams, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eExtracurricular activities are activities that you do outside of school hours (Classful, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Younger students are often referred to clubs, apprenticeships, or just organized hobbies (Cakeresume, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Many companies also see this as an advantage and believe that these candidates are eager to learn and will easily train them (Williams, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). As mentioned by Campbellsville University (Campbellsville University, 2019), student leadership means that students are actively involved in their education and develop active skills in the process. Along with this, student leadership initiatives offer benefits that go beyond improved academic performance (Johnson, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The development of leadership skills, team building, sharing of a unique experience, inspiring networking, setting of role models, etc. are additional benefits (Nelson, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\n\u003ch3\u003eStress and Academic Performance\u003c/h3\u003e\n\u003cp\u003eIt was long believed that students were least impacted by stress or issues (Kozhan et al., \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Nowadays, stress is recognized as a lifestyle crisis (Khan \u0026amp; Kausar, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) that impacts everyone, regardless of developmental stage (Banerjee \u0026amp; Chatterjee, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Stress is acknowledged as a part of student life and has the potential to affect how well students handle the demands of academic life. Approximately 10\u0026ndash;30% of students are anticipated to experience academic stress during their academic careers, despite the fact that it is rarely discussed or acknowledged (Print, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This is so because of the stressful activities required to complete academic work (Agolla \u0026amp; Ongori, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Stress can have a detrimental effect on a student's academic performance, their ability to participate in and contribute to campus life, and their propensity to become drug dependent and engage in harmful behavior (Keely, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Stress can be challenging and linger for a very long period (Pourrajab \u0026amp; Rabbani, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Students today suffer a variety of academic difficulties due to the intense competition in the world, such as exam anxiety, lack of enthusiasm in attending lectures, and subject comprehension problems. Academic stress encompasses anxiety caused by worrying that there will be issues or that you'll fail your classes, as well as actual anxiety (Thakkar, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIf stress is severe and sustained, it can have a detrimental impact on a student's performance and ability to participate in campus life, increase the risk of substance misuse, and cause other harmful behaviours (Khan M. u., 2013). Several dozens of studies have all indicated that academic stress has a significant impact on students\u0026rsquo; mental health, substance abuse, sleep, physical health, achievement, and dropout rate (Pascoe, Hetrick, \u0026amp; Parker, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). These factors in turn have been associated with negative academic and social performance.\u003c/p\u003e\n\u003ch3\u003eConceptual Model and Hypothesis Development\u003c/h3\u003e\n\u003cp\u003eThe research model based on the findings of several literature on academic stress and academic performance e.g. (Abdullah, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) (Agolla \u0026amp; Ongori, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2009\u003c/span\u003e) (Antonio Crego, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) (Banerjee \u0026amp; Chatterjee, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) (Akgun, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2003\u003c/span\u003e) (Maqbool, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) (Macgeorge, Samter, \u0026amp; Gillihan, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). Previous studies indicate that academic stress has a considerable and detrimental effect on students' academic performance (Rajendren, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e1990\u003c/span\u003e), (Agolla \u0026amp; Ongori, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eIn her study, Mussarat Jabeen Khan (Khan \u0026amp; Kausar, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) confirmed the impact of academic stress on the performance of the students. Several other studies have added to that by analysing the impact of individual stressors and how they relate in the educational setting. The findings from most of these studies described the presence of personal, physical setting, Teacher, and Exam issues among students and identified these issues as stressors. On the other hand, in describing academic performance, Ellie Williams (Williams, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) has enlisted several factors indicating academic performance such as scholarly achievement and skills, impressive test scores, extracurricular accomplishments, and student leadership. All these factors are proven to be negatively affected by academic stressors. According to the results of Mussarat Jabeen Khan (Khan M. u., 2013), Akgun \u0026amp; Ciarrochi (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), and Muhammad Saqib (Saqib, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), academic stress has a negative and significant impact on students\u0026rsquo; academic performance. The relation between the two was also concluded as moderate and statistically significant. Based on the conclusions made by these researchers, the conceptual model (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) and the Hypothesis (Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e) for the research has been presented.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003ePersonal Issues with Academic Performance\u003c/h2\u003e \u003cp\u003eStudents often find themselves in personal complications that may contribute to a stressful situation. Of the forty identified stressors by Kim, sixteen have been placed by the researcher under the category of personal issues, considering the nature of the stressors.\u003c/p\u003e \u003cp\u003eA lack of interest in a particular subject matter or whole subject may bring out lacking efforts, which may finally result in poor performance. Students forced to take up those subjects or topics may face increased mental pressures, which in turn causes stress (Unique 2 Brilliance, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Lack of concentration has been identified as one of the key contributors to poor academic performance and loss of cognitive ability (Studygroom, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Students who struggle with concentration are easily distracted and come off as lazy learners. Such students might become overactive and unable to participate in the learning environment. Unsurprisingly, the aftermath of such a situation often takes the form of high stress and performance hit (Bernal-Morales, Rodr\u0026iacute;guez-Landa, \u0026amp; Pulido-Criollo., 2015).\u003c/p\u003e \u003cp\u003eStudents who struggle in school tend to lack confidence in their abilities, whether they show any signs of caring. Even students who typically perform quite well can experience a lack of confidence. These feelings will set off even more negative thoughts, which will decrease the desire to try and only reinforce the idea that they are bad at school and act as a stressor for them (World.edu, 2011). Apart from this, students often find themselves in harsh conversations, competitions, and discrimination with their peers or other entities. The situation may result in unhealthy social relations, which tend to destabilize people, a group, or the community, hence being a potential source of stress (Marynn, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Several studies have concluded that adjustment capabilities have a significant impact on students\u0026rsquo; academic performance. Undoubtedly, a student's academic success is greatly influenced by their parent\u0026rsquo;s involvement in their education. This is because parental involvement inspires and motivates students, who subsequently put in a lot of effort and ultimately earn better grades. The parents' full participation, though, has been deterred by their over-indulgence in office work, low level of education, or low social background (NerdyTom, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). As a consequence, being unable to share their failure, students feel cut off and lonely and soon enough, the burden takes hold of their mental peace, resulting in stress.\u003c/p\u003e \u003cp\u003eWhen they don't comprehend what is being taught in class by the teachers, many students become frustrated. They are concerned about how they will pass the course because they find it difficult to understand what the teachers are saying in class (Essel \u0026amp; Owusu, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe inability to participate in the class may have its roots in students\u0026rsquo; lack of confidence in the class. This may be due to their feeling of inferiority, lack of concentration, or even fear of failure and punishment. Whatever the reason might be, a lack of assertiveness makes a student feel low and brings out emotional strain.\u003c/p\u003e \u003cp\u003e \u003cb\u003eH₁: Personal Issues have a negative and significant relationship with Academic Performance.\u003c/b\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eIssues related to the physical setting with Academic Performance\u003c/h3\u003e\n\u003cp\u003eInadequate study space and facilities, as well as insufficient lab and library resources, are two stressors the researcher classified as physical setting issues. Both have been recognized by Kim (1970) and included in the modified questionnaire of Rajendran and Kaliappan (Rajendren, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e1990\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eStudents' feelings and thoughts are greatly influenced by the way they live. Students who struggle to pay for even the most necessities for their daily lives, for example, are truly unhappy, which has an impact on almost every aspect of their lives. As a result, when they begin to think about these problems, they become anxious and lose their concentration. Students' feelings and thoughts are greatly influenced by the way that people live (Essel \u0026amp; Owusu, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The absence of lab or library facilities in an educational institution is comparable to a hospital without a first aid kit or a swimming pool without water. It\u0026rsquo;s extremely counterintuitive. Especially for students, this means a continuous unintended knock on the head as they come short of resources and studying materials time and again.\u003c/p\u003e \u003cp\u003e \u003cb\u003eH₂: Physical setting Issues have a negative and significant relationship with Academic Performance.\u003c/b\u003e \u003c/p\u003e\n\u003ch3\u003eIssues related to teachers with Academic Performance\u003c/h3\u003e\n\u003cp\u003eStress in students may originate from faculties too. Adopting the findings of Kim (1970), Rajendren, and Kaliappan (Rajendren, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e1990\u003c/span\u003e) have presented fifteen teacher-related stressors. Teachers making too many extra demands on individuals may cause physical and mental strain. These may come in the form of unrealistic deadlines, over-expectations, extra classes, or even pushing unhealthy competitions. The relationship between teachers and students must not be bound by any formal, outdated boundaries. Another thing is that when teachers don\u0026rsquo;t listen to what the students have to say, any conversation typically takes the form of one-way communication; restricting and limiting the intended output. It is no wonder that students\u0026rsquo; interest in the subject and even the entire learning endeavour gets hampered under such teachers which results in stress for the students. Most psychologists think that in most cases, punishment, particularly corporal punishment, is a poor way to get rid of undesirable behaviour (Lawrent, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). While there remains an age-old argument for and against punishment, one thing is certain- punishment results in physical and mental stress.\u003c/p\u003e \u003cp\u003eAnother matter is the teacher\u0026rsquo;s knowledge often dictates how much he/she can deliver. Experienced and highly qualified teachers thus conduct much more enriched sessions than those who are not. Victims of the less qualified students may feel discontent with the lectures, so much so that it turns into stress. Along with that, there is also a prevailing gap between the teacher and students because sometimes teachers are not interested in sorting out the deficiencies of the students. Another source of stress that particularly affects high-achieving students is the lack of opportunity to meet teachers (Learning, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) and it causes students a lot of stress. Moreover, learning starts with asking questions, and most of the time students feel hesitant to ask, and they may ignore the teacher and suppress their thoughts and opinions which leads to long-term and short-term stress. Another factor is that teacher favoritism is a matter of issue as stress (Aydogan, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Sometimes monotonous teaching style typically results in students not understanding what is being taught. When they don't grasp what is being taught in class by the teachers, many students become frustrated (Ehrenfeld, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). A lot of the time, teachers struggle to connect with their students one-on-one while also failing to develop engaging lessons. Ineffective communication is also a result of students' untreated language or speech issues (Aparajeya, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cb\u003eH\u003c/b\u003e \u003csub\u003e \u003cb\u003e3\u003c/b\u003e \u003c/sub\u003e: \u003cb\u003eIssues related to teachers have a negative and significant relationship with Academic Performance.\u003c/b\u003e\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eIssues related to the examinations with Academic Performance.\u003c/b\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eThe last category of stressors comes from exam-related issues. Students may feel stressed before, during, or after the exams take place. Additionally, they may also feel tense about the result and be emotionally strained. First of all, feedback from parents and teachers is one of the core ways to ensure maximum learning for the students, poor performers often feel shy and afraid to get a review of their performance or be scolded for it. Hence, the stress in such situations can become overwhelming. Secondly, preparation periods cause students more stress than one could imagine. Exams are the only means through which a student can prove that he merits a higher grade. Due to these students' intense thought processes and revision of everything they write. Some students gain this knowledge because they have learned throughout the entire duration of the cause. Others are unsure of how to start and are perplexed by some of the topics they cover. They feel frustrated and perplexed just thinking about these things, which over time causes them stress (Ehrenfeld, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Along with that, every student wants to do well in their examinations because getting good grades means a lot to them. Students become depressed and lose motivation when they believe they should receive a higher grade, but ultimately receive a lower grade than they anticipated (Essel \u0026amp; Owusu, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Moreover, a heavy examination syllabus seems to have an equivalent impact on students as a heavy workload creates physical and mental strain. Students are stressed out by an increase in class work because they become frustrated when given more than they can handle, which makes it difficult for them to concentrate and think clearly (Essel \u0026amp; Owusu, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cb\u003eH\u003c/b\u003e \u003csub\u003e \u003cb\u003e4\u003c/b\u003e \u003c/sub\u003e: \u003cb\u003eIssues related to Examinations have a negative and significant relationship with Academic Performance.\u003c/b\u003e\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eAcademic Stress Based on Gender\u003c/h2\u003e \u003cp\u003eOne such study has concluded that although there are negligible differences between the adjustment skills of males and females, both are at best average in adjusting to the opposing gender. This has mental and performance implications, as students may feel stressed to work with the opposing gender (Maqbool, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cb\u003eH\u003c/b\u003e \u003csub\u003e \u003cb\u003e5\u003c/b\u003e \u003c/sub\u003e: \u003cb\u003eAcademic stress will be higher in female students as compared to male students.\u003c/b\u003e\u003c/p\u003e \u003c/div\u003e"},{"header":"METHODOLOGY","content":" \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003cp\u003eThe current study was both descriptive and inferential. In the case of sampling we chose using convenience sampling, a non-probability sampling technique. The units that were the simplest for the researcher to access were selected to be part of the sample. Data was collected from the current university students of Khulna City via online and offline questionnaires. The population of the study is the University students of Khulna City. This includes the students currently enrolled in any of the top four UGC (Bangladesh, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) approved universities of Khulna which are: Khulna University, Khulna University of Engineering and Technology, Northern University of Business and Technology, and North Western University. According to EduRank (EduRank, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), the number of students currently enrolled in these universities are enlisted below in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePopulation Size\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUniversity Name\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber of students currently enrolled\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKhulna University\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e7,500\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKhulna University of Engineering and Technology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4,500\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNorthern University of Business and Technology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e500\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNorth Western University\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e500*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e:\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13,000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003eSource: (EduRank, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e)\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eConsidering the population size of 13000, a confidence level of 95%, a margin of error of 8%, standard deviation of 0.5, the sample size calculation interprets: n\u0026thinsp;=\u0026thinsp;z2 p (1-p)e2 \u0026divide;{1\u0026thinsp;+\u0026thinsp;z2 p 1-pe2N}. So the sample is 149 for this survey (Goodcalculators, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eA close-ended questionnaire with a total of 48 questions was circulated among the students. The questionnaire was divided into two main sections. Section A represented the demographic section and contained questions concerning students\u0026rsquo; university profile. Section B on the other hand represented 40 stress-related questions subdivided into four parts: personal issues, physical setting issues, issues related to teachers, and examination issues. and a 5-point Likert scale was used for this purpose. The Statistical Package for Social Sciences (SPSS) version 25 was used to collect and analyse the data. Descriptive statistics of the variables were used to refine and validate the variables by calculating the mean, standard deviation \u0026amp; frequency of the respondents and results were ranked based on mean and mode. To comprehend the connection between academic stress factors and academic performance, correlation analysis was used, and regression analysis was used to measure how much the variables affected academic performance.\u003c/p\u003e \u003c/div\u003e "},{"header":"ANALYSIS AND FINDINGS","content":"\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003cdiv id=\"Sec14\" class=\"Section3\"\u003e \u003ch2\u003eReliability Analysis\u003c/h2\u003e \u003cp\u003eAt first, the reliability statistics (Cronbach's α) was calculated to examine the internal consistency of data (Tavakol, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eData Reliability\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCronbach's Alpha\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN of Items\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e.782\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e4\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the results.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e shows that the data set's reliability value is.782, which is higher than the recommended value of .70 and is designated as good (Tavakol \u0026amp; Dennick, 2011). Therefore, it is evident from Cronbach's Alpha value that the data used for this research is credible.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eUnivariate Analysis\u003c/h2\u003e \u003cdiv id=\"Sec16\" class=\"Section3\"\u003e \u003ch2\u003eDemographic characteristics of the respondents\u003c/h2\u003e \u003cp\u003eThis segment shows demographic factors of the respondents (Gender, Residential status, university name and type, year of study, and average GPA).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic Profile of the Students\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrequency (N)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePercentage (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e59.10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40.90\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eResidential Status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUniversity Hall\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e29.50\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLocal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e44.30\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRented Place\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e26.20\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eUniversity Name\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKhulna University\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e49.70\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKhulna University of Engineering and Technology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9.40\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNorthern University of Business and Technology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e25.50\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNorth Western University\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15.40\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eUniversity Type\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePublic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e58.40\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrivate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e41.60\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eYear of Study\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1st Year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e32.90\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2nd Year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12.10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3rd Year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e24.80\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4th Year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e29.50\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5th Year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.70\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the field survey.\u003c/p\u003e \u003cp\u003eAs presented in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, of the 149 respondents of the study, 88 were male and 61 females. This represents a 59% distribution of male and 41% female. For university students, the residential status was found to be university hall (dormitory), local residence (local inhabitants), and rented place. The random participation of students resulted in an uneven distribution, representing 44.3% of the respondents being local inhabitants, 29.5% of them staying at university halls, and 26.2% of them residing in rented places. A total of 87 of the 149 respondents belonged to public universities (58.4%) whereas, 62 of the respondents were from private universities (41.6%). Of the 149 respondents, 74 were from Khulna University (50%), 14 from Khulna University of Engineering and Technology (9.4%), 38 from Northern University of Business and Technology, Khulna (25.5%), and 23 from North Western University (15.4%).\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eStudents\u0026rsquo; academic performance\u003c/h2\u003e \u003cp\u003eStudents\u0026rsquo; performance in this regard was measured in four categories: Outstanding performers (3.75 to 4.0), Excellent performers (3.5 and above but below 3.75), Good performers (3.0 and above but below 3.5), and Bad performers (Below 3.0).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStudents' performance\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercent\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBelow 3.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.0 and above but below 3.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e50.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.5 and above but below 3.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.75 to 4.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the field survey.\u003c/p\u003e \u003cp\u003eAs depicted in the Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, the research concluded that the majority of the students fell in the performance area of CGPA 3.0 and above but below 3.5 (50.3%) and hence can be termed good performers. A staggering 18.8% of the respondents had excellent CGPA followed by 16.8% outstanding performers. Only 14.1% of the respondents reported to have a CGPA of below 3.0 representing bad performers.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAnalysis of factors affecting academic performance\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePersonal Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.57\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePhysical Setting Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.98\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeacher Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.80\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExamination Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.75\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the field survey.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e presents an analysis of factors affecting academic performance the mean of personal issues is 2.60 which indicates that the average respondents feel stressed regarding their personal issues. A standard deviation of .57 means that the dispersion of the respondents\u0026rsquo; answers is .57 above or below the mean. The mean of personal issues is 2.91 which indicates that the average respondents feel stressed regarding their physical setting issues. A standard deviation of .98 means that the dispersion of the respondents\u0026rsquo; answers is .98 above or below the mean. The mean of personal issues is 2.68 which indicates that the average respondents feel stressed regarding their issues related to teachers. A standard deviation of .80 means that the dispersion of the respondents\u0026rsquo; answers is .80 above or below the mean. The mean of personal issues is 3.08 which indicates that the average respondents feel stressed regarding their issues related to examinations. A standard deviation of .75 means that the dispersion of the respondents\u0026rsquo; answers is .75 above or below the mean.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eBivariate Analysis\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCorrelation between personal issues, physical setting issues, teacher issues, examination issues, and academic performance\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePersonal Issues Average Score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePhysical Setting Issues average score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTeacher Issues Average Score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eExam Issues Average Score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eAverage GPA\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ePersonal Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson Correlation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.417\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.305\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.572\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.560\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSig. (2-tailed)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ePhysical Setting Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson Correlation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.417\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.254\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.300\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.359\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSig. (2-tailed)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eTeacher Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson Correlation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.305\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.254\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.532\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.358\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSig. (2-tailed)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eExam Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson Correlation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.572\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.300\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.532\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.657\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSig. (2-tailed)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eAcademic\u003c/p\u003e \u003cp\u003ePerformance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson Correlation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.560\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.359\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.358\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.657\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSig. (2-tailed)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e**. Correlation is significant at the 0.01 level (2-tailed).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the results.\u003c/p\u003e \u003cp\u003ePer the findings presented in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e, there is a moderately negative association between personal problems and academic achievement, with a correlation coefficient of \u0026minus;\u0026thinsp;.560, indicating that the association between personal problems and academic achievement is statistically significant, the P value of the correlation is 0.000, which is less than.001. There is a moderately negative connection between physical setting issues and academic achievement, with a correlation coefficient of \u0026minus;\u0026thinsp;.359, which denotes a tenuous, negative relationship between the variables. P value of 0.000, less than.001, indicates that the correlation is statistically significant. The correlation between teacher issues and academic performance in these results is \u0026minus;\u0026thinsp;.358, which suggests that there is only a tenuous, adverse association between the variables. The correlation between teacher problems and student achievement has a P value of 0.000, which is less than.001, and this value indicates that the correlation coefficient is statistically significant. There is a moderately negative link between exam-related difficulties and academic achievement, with a correlation coefficient of \u0026minus;\u0026thinsp;.657. The link between exam-related concerns and academic achievement has a P value of 0.000, which is less than.001, meaning that it is statistically significant.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eMultivariate Analysis\u003c/h2\u003e \u003cdiv id=\"Sec20\" class=\"Section3\"\u003e \u003ch2\u003eRelationship between Stress Related Factors and Academic Performance\u003c/h2\u003e \u003cp\u003eIn this part, the goal is to identify the link between academic stress related factors (personal issues, physical setting issues, teacher issues, and examination issues) and academic performance and to explore the connection between them.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eModel Summery\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003eModel Summary\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eModel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eR Square\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAdjusted R Square\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStd. Error of the Estimate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.826\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.682\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.673\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.530\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003ea. Predictors: (Constant), Examination Issues, Physical Setting Issues, Teacher Issues, Personal Issues.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the results.\u003c/p\u003e \u003cp\u003eBased on the multivariate analysis conducted on the collected data and presented in the Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e, the value of R squared was .682, which indicated that changes in academic stressors such personal issues, physical setting issues, teacher issues, and examination issues had an effect on academic performance to the degree of 68.2%. This demonstrates that there is a substantial association between the predictors and the explanation of 68.2% of changes in academic performance.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eANOVA\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003eANOVA\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eModel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSum of Squares\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean Square\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eF value\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eRegression\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e86.753\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.688\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e77.226\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eResidual\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e40.441\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e144\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.281\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e127.195\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e148\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ea. Dependent Variable: Academic performance\u003c/p\u003e \u003cp\u003eb. Predictors: (Constant), Exam Issues, Physical Setting Issues, Teacher Issues, Personal Issues.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the results.\u003c/p\u003e \u003cp\u003eThe significance value in the Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e demonstrates the model's efficacy. The model utilized in this study matches the data, as evidenced by the significance value of .000, because the lower the significance value, the better the model fits the data. A number larger than 1 is appropriate for the F-ratio yield efficient model. In the table above, the value is 77.226, which is favourable.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab10\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eLinear Regression model based estimated effects of selected covariates\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eModel\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUnstandardized Coefficients\u003c/p\u003e \u003cp\u003eB\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStandardized Coefficientsβ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003et value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e(Constant)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5.596\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.225\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e24.834\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePersonal Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.442\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.107\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-4.137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePhysical Setting Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.392\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.059\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.415\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-6.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeacher Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.126\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.067\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.108\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.062\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExamination Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.408\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-4.532\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003eDependent Variable: Average GPA\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the results.\u003c/p\u003e \u003cp\u003eSince in a real academic environment students are exposed to all four types of stressors, a multiple linear regression model will help us predict the influence of any one source of stress on the academic performance of the students while being exposed to other sources of academic stress.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab10\" class=\"InternalRef\"\u003e10\u003c/span\u003e reveals a negative and significant relation between the personal issues and academic performance, with (β= -0.27) and (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). From these results, it can be interpreted that personal issues negatively contribute 27% to academic performance of students. Personal issues in relation to academic performance is .000 denoting that a unit increase in personal issues would lead to a decrease in the academic performance by a factor of 4.137. The results explore to validate \u003cb\u003eH₁.\u003c/b\u003e\u003c/p\u003e \u003cp\u003eThe regression results of the study reveal negative and significant relation between the physical setting issues and academic performance, with (β= -0.415) and (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). From these results, it can be interpreted that physical setting issues negatively contribute 41.5% to academic performance of students. Physical setting issues in relation to academic performance is .000 denoting that a unit increase in physical setting issues would lead to a decrease in the academic performance by a factor of 6.67. The results explore to validate \u003cb\u003eH₂.\u003c/b\u003e\u003c/p\u003e \u003cp\u003eThe regression results of the study reveal that there is insignificant relation among the teacher issues and academic performance, with (β\u0026thinsp;=\u0026thinsp;0.108) and (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). The positive result of β shows that there is a positive relationship among teacher issues and academic performance and since p\u0026thinsp;=\u0026thinsp;0.062, it represents that the relationship is statistically insignificant. From these results, it can be interpreted that teacher issues positively contribute 10.8% to academic performance of students. Teacher issues in relation to academic performance is .000 denoting that a unit increase in teacher issues would lead to an increase in the academic performance by a factor of 1.88. The results of the study reject \u003cb\u003eH₃.\u003c/b\u003e\u003c/p\u003e \u003cp\u003eThe regression results of the study reveal negative and significant relation between the Examination issues and academic performance, with (β= -0.33) and (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). From these results, it can be interpreted that examination issues negatively contribute 33% to academic performance of students. Physical setting issues in relation to academic performance is .000 denoting that a unit increase in examination issues would lead to a decrease in the academic performance by a factor of 4.532. The results explore to validate \u003cb\u003eH₄.\u003c/b\u003e\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eRanking Based on Mean\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab11\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 11\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRanking of the stressors based on mean\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExamination Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.08\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePhysical Setting Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.91\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeacher Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.68\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePersonal Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.60\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the results.\u003c/p\u003e \u003cp\u003eAs shown in the Table\u0026nbsp;\u003cspan refid=\"Tab11\" class=\"InternalRef\"\u003e11\u003c/span\u003e, examination issues come on top when it comes to students\u0026rsquo; academic stressors, with a mean of 3.08. This is followed by physical setting issues with a mean of 2.91, representing a moderate level of stress. Teacher issues come in the third position with a mean of 2.68 which is then followed by personal issues with a mean of 2.60. The mean from all four sources of academic stress represent slightly moderate levels of stress, validating their influence on students\u0026rsquo; mental health.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eGender Differences and Academic Stress\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab12\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 12\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eIndependent T-test Analysis of Gender Differences on the Basis of Academic Stress\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003et-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ep-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.574\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e-1.421\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.158\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.660\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.613\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the results.\u003c/p\u003e \u003cp\u003eThe results in the Table\u0026nbsp;\u003cspan refid=\"Tab12\" class=\"InternalRef\"\u003e12\u003c/span\u003e showed that in the individual\u0026rsquo;s response towards academic stress, no significant impact of gender differences could be observed. As the P value of the outcome variables is 0.158 (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05), then there is no significant difference in academic stress due to difference in gender. In more specific terms, female students do not face higher degrees of academic stress than their male counterparts. The results explore to reject \u003cb\u003eH₅.\u003c/b\u003e\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eHypothesis Testing Results\u003c/h2\u003e \u003cp\u003eFollowing the analysis and results of the chapter, the decision of the researcher has been presented in Table\u0026nbsp;\u003cspan refid=\"Tab13\" class=\"InternalRef\"\u003e13\u003c/span\u003e. The research accepted H\u003csub\u003e1,\u003c/sub\u003e H\u003csub\u003e2,\u003c/sub\u003e and H\u003csub\u003e4\u003c/sub\u003e whereas, H\u003csub\u003e3\u003c/sub\u003e and H\u003csub\u003e5\u003c/sub\u003e were rejected based on the outcome of the research.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab13\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 13\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResults of the Hypotheses Testing\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHypothesis\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eβ-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ep-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDecision\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eInterpretation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH₁\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHypothesis accepted\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePersonal issues have a negative and significant relationship with academic performance.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH₂\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.415\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHypothesis accepted\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePhysical setting issues have a negative and significant relationship with academic performance.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e3\u003c/b\u003e\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.108\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.062\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHypothesis rejected\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIssues related to teachers have a negative and significant relationship with academic performance.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e4\u003c/b\u003e\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHypothesis accepted\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIssues related to examinations have a negative and significant relationship with academic performance.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eH\u003c/b\u003e\u003csub\u003e\u003cb\u003e5\u003c/b\u003e\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.158\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHypothesis rejected\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAcademic stress in female students is not higher than male students\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e*β value not available from t-test.\u003c/p\u003e \u003cp\u003eSource: Prepared by the Author based on the results.\u003c/p\u003e \u003cp\u003eThe study was to explore the effect of perceived academic stress on students\u0026rsquo; academic performance. Before this study, no other studies of such intention were conducted in the local setting of Khulna, Bangladesh. The purpose of the study was to identify the impact of academic stressors such as personal issues, physical setting issues, teacher issues, and examination issues on the students\u0026rsquo; academic performance. The findings of the investigation supported some of the findings of the previous studies conducted by Abdullah, Maqbool, and Thakkur (Abdullah, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Maqbool, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Thakkar, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eNumerous research have been conducted in the area as a result, the majority of which have concluded that student academic performance is negatively and considerably impacted by academic stress. However, there hasn't been a significant study on this topic in the past, particularly in Bangladesh and regarding university students. Following the established works of the researchers, the study intended to find the relationship between academic stressors and students\u0026rsquo; academic performance. These stressors were categorized as personal issues, physical setting issues, teacher issues, and examination issues. The research questions asked around these variables were to understand individual relationships between personal issues and academic performance, physical setting issues and academic performance, teacher issues and academic performance, and examination issues and academic performance. The research also intended to understand the impact of gender differences on the academic stress of individuals.\u003c/p\u003e \u003cp\u003eThe findings from the research presented that personal issues had a significant and negative relationship with the academic performance of individuals. It also concluded that both physical setting issues and examination issues had a significantly negative relationship with how students\u0026rsquo; academic performance. However, teacher issues were not found to have any significant negative impact on academic performance. The research also concluded that gender differences did not result in differing levels of academic stress. This meant that female students did not face higher academic stress than their male counterparts as the researchers had expected.\u003c/p\u003e \u003cp\u003eBefore this study, no other studies of such intention were conducted in the local setting of Khulna, Bangladesh. The results of this study will assist in the establishment of all the necessary mechanisms to minimize the impacts of stress on students by students, academics, instructors, career and counseling centers, and university administrations. The discovery sparks discussion among experts about the issue of academic stress that university students experience and enables researchers to delve more into the root causes of both issues.\u003c/p\u003e \u003cp\u003eFrom a student\u0026rsquo;s perspective, understanding the causes and effects of academic stress is crucial to handling it, should it trouble him/her. Besides helping oneself, understanding and reasoning can be implacable in understanding and helping other fellow students. Also, various programs and self-help initiatives can be initiated by student associations to let everyone be aware of academic stress and how to counter them. The study can also be a driving factor for the university administration and teachers to understand stress, be aware about it, and help students in this regard. Since the stressors have been found and organized according to their impact, the university officials may easily work around them to handle and mitigate the stressors.\u003c/p\u003e \u003cp\u003eThe academics may find crucial insights from this study as well. The study recommends that, the researcher found no significant relationship between teacher issues and academic performance, more research needs to be conducted on the issue for better clarification. Contrary to some of the established research, the researcher found no significant relationship between gender differences and academic stressors. Further research needs to be conducted to clarify the relationship. The research found a significant relationship between personal issues, physical setting issues, examination issues and academic performance of the university students. Similar research can be conducted on primary, secondary, and higher education institutions to build up on the understanding. Considering the objectives and findings of the study, further studies can be conducted on a wider scope and area. The research was confined within Khulna City. Similar research can be conducted on a larger area to understand the impact on a broader scale. The researcher relied solely on the grade point average to measure students\u0026rsquo; academic performance. Some other performance tools of academic performance can also be included.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical Approval and Consent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e1. Human Subjects - With Ethical Approval and Informed Consent: The study involving human participants was reviewed and approved by the Ethics Committee of Khulna University. Written informed consent to participate in this study was provided by the participants or their legal guardian/next of kin.\u003c/p\u003e\n\u003cp\u003e2. Animal Subjects – The study did not involve animal subjects. It only involved human participation.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e3. Survey or Observational Study - With Informed Consent: \"All procedures performed in this study involving human participants were conducted ethically according to the ethical standards of the Institutional and/or National Research Committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Informed consent was obtained from all individual participants included in the study.\"\u003c/p\u003e\n\u003cp\u003e4. Study Involving Identifiable Human Data or Samples - With Consent: \"The research involving the use of human data/samples was approved by the Institutional Review Board of Khulna University. Informed consent for the use of their data/samples was obtained from all participants.\"\u003c/p\u003e\n\u003cp\u003e5. Research Involving Cell Lines or Non-identifiable Human Data/Samples: \"The cell lines/non-identifiable human data/samples used in this study were sourced ethically and their research use was in compliance with the terms of the original ethics approval of Ethics Committee of Khulna University.\"\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study relied solely on data collected through an anonymous questionnaire designed specifically for this research. No individual data beyond this were gathered. All authors have given their consent for the work to be published in the Future Business Journal.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo external funding was received for this research.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbdullah AN (2016) Academic Performance of Senior Secondary School Students:Influence of Parental Encouragement and School Environment. \u003cem\u003eSemanticscholar\u003c/em\u003e, Special Issue\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAgnafors S, Barmark M, Sydsj\u0026ouml; G (2020) Mental health and academic performance: a study on selection and causation effects from childhood to early adulthood. Natl Libr Med, 857\u0026ndash;866\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAgolla JE, Ongori H (2009) An Assessment of Academic Stress among Undergraduate Students: The Case of University of Botswana. 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The mediating effect of general competencies. Procedia Econ Finance 33:468\u0026ndash;476\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTurrell G, S. L (2006) Health Inequalities in Australia: Morbidity. Health Inequalities Monit Ser, 72\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eUnique 2 Brilliance (2022) \u003cem\u003eReasons for Lack of Concentration for Students\u003c/em\u003e. Retrieved from Unique 2 Brilliance: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://unique2brilliance.com/skills/study-skills/reasons-for-lack-of-concentration-for-students/\u003c/span\u003e\u003cspan address=\"https://unique2brilliance.com/skills/study-skills/reasons-for-lack-of-concentration-for-students/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWakeupRoma. (23 (2022) \u003cem\u003e10 Common Negative Effects of Stress\u003c/em\u003e. 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Retrieved from World.edu: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://world.edu/student-confidence-essential/\u003c/span\u003e\u003cspan address=\"https://world.edu/student-confidence-essential/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLisnyj KT, Gillani N, Pearl DL, McWhirter JE, Papadopoulos A (2023) Factors associated with stress impacting academic success among post-secondary students: A systematic review. J Am Coll Health 71(3):851\u0026ndash;861\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKhan MJ, Altaf S, Kausar H (2013) Effect of Perceived Academic Stress on Students' Performance. FWU J Social Sci, \u003cem\u003e7\u003c/em\u003e(2)\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJohnson V (2024) The Importance of Instructional Leadership in the Middle Grades: A Principal's Perspective. Dialogues in Middle Level Education Research Volume 3. Routledge, pp 98\u0026ndash;106\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKozhan A, Yerkinbekova M, Omarova S, Turniyazova Z, Davletova A (2024) Development of stress resistance (on an example of athletes\u0026rsquo; training). \u003cem\u003eRetos: nuevas tendencias en educaci\u0026oacute;n f\u0026iacute;sica, deporte y recreaci\u0026oacute;n\u003c/em\u003e, (51), 211\u0026ndash;218\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Academic stress, academic performance, personal issues, physical setting issues, teacher issues, examination issues","lastPublishedDoi":"10.21203/rs.3.rs-6390222/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6390222/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe study investigated the relationship between academic stress and students\u0026rsquo; academic performance among the public and private university students of Khulna city in Bangladesh. The survey was conducted at Khulna City's two public universities, Khulna University and Khulna University of Engineering and Technology, and two private universities, Northern University of Business and Technology and North Western University, for the purpose of this study. A descriptive survey design and a quantitative methodology were used. The sample was made up of 88 male and 61 female students drawn from all four of the universities using convenience sampling techniques. The demographic profile of the respondents and the key questionnaire variable responses were gathered using a close-ended questionnaire with 48 statements, and the responses were scored using a 5-point Likert scale. The statistical package for social sciences (SPSS) was used to analyze quantitative data, and the reliability test revealed that the average Cronbach's alpha for the four groups was 0.782. From the study it was established that personal issues, physical setting issues, and examination issues have a negative and significant effect on students\u0026rsquo; academic performance, whereas teacher issues were found to have a non-significant effect. The study also discovered no discernible differences between male and female students' levels of academic stress. The study further found that examination issues contributed the most to students\u0026rsquo; academic stress, scoring the highest mean score of 3.08. Based on the findings the study has validated three of the five hypotheses. The research suggests that programs to lessen stress among university students are needed and that the appropriate authorities need to put them in place. It is advised to conduct more research to look into the areas where the results were not statistically significant. Further research is necessary to fully understand the complex confounding effect of stress on academic performance.\u003c/p\u003e","manuscriptTitle":"Effects of Perceived Academic Stress on Students’ Academic Performance: A Study Conducted on the University Students of Khulna City","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-12 18:05:02","doi":"10.21203/rs.3.rs-6390222/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-07-03T14:01:38+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-25T16:23:26+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-24T09:23:57+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-21T17:26:28+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-16T19:42:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"95507837860015450277625384762751234379","date":"2025-06-14T12:55:27+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"129725646758529536833239238100447810685","date":"2025-06-11T01:29:43+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"221538654687753801872168589809501163237","date":"2025-06-10T17:20:09+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"258337569209657286571142503582087998404","date":"2025-06-10T17:03:00+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-06-10T09:17:36+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-05-22T10:34:05+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-05-22T10:29:34+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-04-24T14:47:53+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2025-04-07T05:01:49+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"8a17ddce-4544-4c4b-bb25-99a5be22d295","owner":[],"postedDate":"June 12th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":49969954,"name":"Business and commerce/Business and management"},{"id":49969955,"name":"Humanities/Cultural and media studies"},{"id":49969956,"name":"Social science/Business and management"},{"id":49969957,"name":"Social science/Cultural and media studies"},{"id":49969958,"name":"Social science/Development studies"},{"id":49969959,"name":"Social science/Education"},{"id":49969960,"name":"Social science/Psychology"},{"id":49969961,"name":"Social science/Sociology"}],"tags":[],"updatedAt":"2026-05-09T07:23:21+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-12 18:05:02","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6390222","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6390222","identity":"rs-6390222","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}