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Life Skills Trainer & Research Scholar, Gandhigram Rural Institute - Deemed University, Gandhigram, Tamil Nadu, India
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Professor, Gandhigram Rural Institute - Deemed University, Gandhigram, Tamil Nadu, India
Assistant Professor, Gandhigram Rural Institute - Deemed University, Gandhigram, Tamil Nadu, India
ABSTRACT
College students in many countries are at elevated risk of serious health issues, substance abuse and problems
from anxiety and depression. It is very important to understand the factors that relate to academic performance. Mild stress
may be beneficial in cognitive tasks and performance, while persistently high stress may lead to anxiety and depression.
Perceived stress says how much a person is stressed, at a given point of time or over given time period.
This article is a review of the studies conducted worldwide with particular emphasis about the impact of perceived
stress among college students on academic performance and further excellence. The current review found that, high
perceived stress results in low academic performance and vice versa. Different research findings also suggest that, level of
perceived stress differs depending on the courses which the students are learning and also there are gender related
differences. Female students were found to have greater levels of stress and more health problems.
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academic stress.
METHODS
A systematic review of peer-reviewed publications was conducted to summarise worldwide data on perceived
stress among college students.
Medline, PsycINFO and Google Scholar were searched with an intention to ensure that, most literature in the field
could be identified, while keeping focus on literatures of greatest pertinence to the research objective.
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Perceived Stress and Self Efficacy among College Students: A Global Review
emphasises the importance of understanding the psychological, emotional and social factors that leads to adverse effects
from highly perceived stress.
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Chronic stress (distress) can result in the development of obesity. During stress, some hormones can induce
appetite, such as cortisol. Cortisol injection or an increasing level of cortisol in the body is associated with improved
appetite, especially for foods high in sugar and fat (Epel et. al., 2001). Obesity, as a result of caloric imbalance during
childhood or adolescence, is a major focus of public health attempts worldwide according to the World Health
Organization (2013). Obesity carries a short-term and long-term risk among adolescents, which can lead to consequences
in adulthood (Freedman et. al., 2007,& Singh et. al., 2008).
In contrast with depressed mood, which leads to decreased food intake and body weight loss among adolescents,
stress results in increased food intake and body weight gain (Dallman et. al., 2003). Low physical activity is a co-existing
factor that leads to the development of obesity among stressed adolescents (Dallman et. al., 2003). Eating is one of the
behaviors that may be affected as a result of the response to acute or chronic stress, especially in adolescence
(Wardle& Gibson, 2002, Takeda et. al. 2004). In addition, the severity of stress is a factor that explains food consumption
as a response to stress. Persistent exposure to chronic stress has been known to be extremely toxic to an individuals health
since chronic strains can result in long-term or permanent changes in emotional, physiological, and behavioral responses
(Cohen et al., 2007). Studies have also shown that students tend to have an overall higher rate of sickness and typically
receive lower grades on all of their assignments, implying a lower level of performance (Tice & Baumeister, 1997).
effectively cope with their level of stress. Failing to achieve or maintain these demands may result in poor grades,
financial problems, social and family disputes, illness, and possibly dropping out of school (Arnett, 2004).
Therefore it is no surprise that college students have difficulty adjusting to university life and experience constant
stress on a daily basis (Dyson & Renk, 2006). Lifes demands continue to add stressors in the daily lives of college
students even after they make the university transition and have settled into a routine (Dyson & Renk, 2006; Larson,2006).
A moderate level of stress may be required and even advantageous in order to encourage an individual to succeed
(Larson, 2006). However an excessive amount may overwhelm an individual and lead to anxiety, depression, physical
illness, and long-term physical and psychological health problems (Larson, 2006). This is particularly seen in females, as
female students report greater levels of stress and more health problems than their male counterparts (Hall et al., 2006).
Coping with stress in positive ways tends to increase self-efficacy. This can lead to greater motivation and
success, resulting in positive health outcomes such as better quality of life and both mental and physical wellbeing
(Torres & Solberg, 2001). Self-efficacy is particularly important in college students, as self-efficacy is goal oriented and is
known to increase goal performance. It can enhance academic performance, as academic self-efficacy promotes confidence
in reading textbooks, asking questions in class, and studying for exams (Torres & Solberg, 2001).
Impact Factor (JCC): 5.2129
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Perceived Stress and Self Efficacy among College Students: A Global Review
Self-efficacy
and
stress
are
closely
related
concepts.
In
Lazarus
cognitive
model
of
stress
(Lazarus and Folkman, 1984), personal beliefs such as self-efficacy are crucial in evaluating demands from the
environment. Each external demand is evaluated as a threat or a challenge, and persons with high self-efficacy
beliefs are more likely to evaluate the demands as a challenge (Chemers, Hu, and Garcia, 2001; Lazarus and Folkman,
1984; Pintrich and De Groot, 1990).
Self efficacy for learning and performance refers to a student's self-confidence that they can master academic
demands
coupled
with
expectancy
for
success
that
they
will
reach
the
course
learning
demands
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CONCLUSIONS
This review was conducted to understand the influence of severity of stress on the academic performance among
college students. The findings of this review presents data about the differences in the way that students from various
professional courses perceived stress. The findings from the present review suggest that, the higher the students perceived
stress, the lower would be their academic performance and vice versa. This paper also highlights the relationship of stress
to self-efficacy and its effect on academic performance of students. Moreover, this review also could identify Perceived
Stress Scale as an effective tool to measure perceived stress. Future research is recommended to broaden the scope of this
review by conducting researches based on perceived stress, self-efficacy and academic performance with respect to each
specific professional course.
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