Exploring the Relationship between Perceived Stress and Academic Performance among University Students

Authors

  • Faqeer Muhammad 1. M. Phil University of Balochistan, Quetta, Email: faqeermohammad7788@gmail.com
  • Muhammad Sajid M. Phil University of Balochistan, Quetta, Email: sajidhasni144@gmail.com
  • Mirwais Amin M. Phil University of Balochistan Quetta, Email: mirwais33amin44@gmail.com
  • Syed Azizuddun Agha Head of Department of Psychology, University of Balochistan, Email: aziz.a.psycp.phd@gmail.com

DOI:

https://doi.org/10.71145/rjsp.v3i3.308

Keywords:

Perceived Stress, Academic Performance, Gender Differences, University Students

Abstract

Academic performance of students can be influenced by perceived stress in more stressing academic environment. This paper examined how perceived stress is associated with academic performance among the university students in Balochistan in Pakistan and the difference between the genders. Convenient sampling was used to pick a sample of 200 students (17-25 year olds). Data were collected using two research questionnaires that consisted of Perceived stress scale and Academic performance scale respectively. Analysis of data was done through Pearson correlation, linear regression analysis and independent sample t-tests. The outcomes were that there was significant negative and weak relationship between perceived stress and academic performance. Academic performance did not differ between genders, but females described their stress just a little bit higher. Regression analysis found that the contribution of perceived stress in explaining the variance in the academic performance was 6.3 percent that was a result of possible moderating role of stress. It is significant that the results enhance the relevance of stress management in education.

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Published

2025-07-12

How to Cite

Faqeer Muhammad, Muhammad Sajid, Mirwais Amin, & Syed Azizuddun Agha. (2025). Exploring the Relationship between Perceived Stress and Academic Performance among University Students. Review Journal of Social Psychology & Social Works, 3(3), 185–195. https://doi.org/10.71145/rjsp.v3i3.308