Year: 2013
Type: other
Abstract: Understanding the factors that relate to academic achievement is important for improving the performance of university students. Research suggests that an individual’s resilience and their perception of stress have a relationship with academic achievement and that these two variables have a relationship with each other. \nThe current research project explores the nature of these relationships. Previous research has not explored the relationship these two variables have with academic achievement, when used in combination; this relationship will be explored. \nA sample of 162 Manchester Metropolitan University Psychology students, in years one, two and three of study, completed an internet based questionnaire, which measured the participants’ resilience, perceived stress and academic achievement. \nThe use of Pearson’s correlation found a negative correlation between perceived stress and academic achievement and perceived stress and resilience. A positive correlation was found between resilience and academic achievement. \nThe use of multiple regression found that these two variables, considered together, predicted academic achievement more accurately rather than individually. This suggests low stress perception and high resilience can lead to high academic achievement. \nThis study illustrates the importance of resilience and perceptions of stress in relation to academic achievement. Encouraging these two variables in education could improve academic performance.
Author: Olivia Solomon
Language: English
Topic: Student Stress and Coping
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2407132170