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\title{Relationship between Academic Stress and Academic Achievements of the Undergraduate Students in Sri Lanka -A Case Study of Undergraduates in Uva Wellassa University}
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             \author[1]{H.M.W.M.  Herath}

             \affil[1]{  Uva Wellassa  University}

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\date{\small \em Received: 16 December 2018 Accepted: 2 January 2019 Published: 15 January 2019}

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\begin{abstract}
        


This study observed the sources of academic stress and its relationship with academic success in university undergraduates in Sri Lanka. To conduct the research,256 students in three faculties of the Uva Wellassa University of Sri Lanka were selected. Of those surveyed, 143 were male and 113 were female students. Ages ranged from 20 to 25, with a mean of 23.78 (SD=1.22), and the class rankings were as 64 (32.7%) first-year students, 60 (30.6%) secondyear students, 55 (28.1%) third-year students and 16 (8.2%) final (fourth) year students. Selfadministrated questionnaires were distributed among the participants that assessed the students? academic stress, academic achievements, and general demographic information. There is a particular emphasis on how the students use stress management strategies to achieve academic success.

\end{abstract}


\keywords{stress, academic stress, academic achievements, undergraduates. GJHSS-A}

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\let\tabcellsep& 	 	 		 
\section[{I. Introduction}]{I. Introduction}\par
lthough Stress is a natural phenomenon, it is known as a common problem among almost all professionals, students, and the general public as well. Stress affects the peoples' career and day-to-day life activities. As many researchers have shown, learning and memory can be adversely affected by stress, although an optimal level of stress can enhance the learning ability \hyperref[b8]{(Kalpan \& Sadock, 2000)}. Stress has become a significant issue in academic settings. Hence, a number of researches have done looking at the correlation of experience and effects of stress on their GPA \hyperref[b6]{(Hatcher and Prus, 1991}; Hammer, Grigsby and Woods, 1998; Trockel, Barnes and Egget, 2000; Calderon, Hey and Seabert, 2001; Kelly, \hyperref[b11]{Kelly and Clanton, 2001)}, and these studies have shown that Stress has an impact on students' academic achievements. However, a review of the literature indicates that very few researches have been done in Sri Lankan context and that is also limited to medical students. Therefore, it is highly important to conduct a study to examine the situation in -state universities in Sri Lanka. Accordingly, this study was conducted in the Uva Wellassa University of Sri Lanka, located in Uva province of Sri Lanka. Students of the university consist of different ethnic groups, different religion and different cultures. All these undergraduates have entered the university from all over the country by facing an aptitude test after getting through a highly competitive examination called Advanced Level. 
\section[{II. Literature Review}]{II. Literature Review}\par
Various decisions regarding academic life, social life and leisure activities are made by students when they enter to the university \hyperref[b1]{(Baker, 2003)}. The students have to struggle to fulfill their hopes and expectations of their parents including expectations related to their academic performance \hyperref[b13]{(Smith \& Renk, 2007)}. In addition, society's' believes such as graduating from a high-ranking university is a "passport" to a good job, high salaries, and high social status are also has to be think of \hyperref[b0]{(Ang \& Huan, 2006)}. As a result, the students are subjected to a variety of stressors. Specially linked to academic success \hyperref[b14]{(Sreeramareddy, Shankar, Binu, Mukhopadhyay, \& Menezes, 2007)}. According to some surveys, in the academic environment, information overload, high competitiveness unrealistic ambitions, high expectations, limited opportunities, and academic pressure, are some of the common sources which create stress in students (Sinha, Sharma, \& Nepal, 2001). Misra, Mckean, West, and Russo (2000) pointed out that meeting the assessment deadlines is a major source of stress. As Students reports the greatest sources of academic stress arise because of the exams, and because of grade competition, and the large amount of content to master in a limited time  {\ref (Kohn \& Frazer, 1986)}. 
\section[{a) Objectives of the Study}]{a) Objectives of the Study}\par
This study attempt to discover the relationship between academic stress and academic achievements of undergraduates. With this primary objective, there are several sub-objectives such as to explore the most common sources of stress, to know the degree of stress concerning gender among students, and also to analyze the stress concerning the current academic level of the students. 
\section[{b) Targeted Population Sampling}]{b) Targeted Population Sampling}\par
Out of the total 300 students, (N=300) only 256 students responded answering and returning the questionnaires. The responded rate was 85.3\%. The questionnaires were distributed among all the students selecting the last week before study leave for the examination.\par
Before the distribution of the questionnaires, the purpose of the study was briefly introduced to the students for better understanding of questionnaire. The time allocated for completing the questionnaire was about 20-minutes. This time was perfect for filling the questionnaire that was consisting of only two pages. 
\section[{c) Instrument}]{c) Instrument}\par
Instrument used in this research based on previous research done in Botswana University by Agolla in February 2009. We are using a previously used and tested questionnaire, its validity is already tested. To ensure the reliability, a reliability test Cronbach alpha showed 0.73 results for all items. Questionnaire consists of three parts, demographics, symptoms of stress, and sources of stress. The second questionnaire was also administered on all the subjects to measure their coping strategy.\par
Academic performance was measured using the students' current GPA Undergraduate academic performance is categorized based on a 5-point scale, as first class honors (4.00-5.00), second class upper division (3.60-4.39), second class lower division (2.80-3.59), and a pass degree (2.00-2.79). 
\section[{d) Data Analysis}]{d) Data Analysis}\par
SPSS 16 was used to analyze the study data. Pearson correlation was used to explain relationships among the study variables.\par
As Figure  {\ref 1} shows, the sample of the study consisted of 143 female and 113 male students. The majority of the respondents represented by females, i.e. 53\%.\par
As Figure  {\ref 2} shows, the sample included first year, second-year, third-year and fourth-year students.    
\section[{GENDER}]{GENDER}\par
When the first year students are considered, 98 students had a high level of stress and, it included 60 females and 38 males. Moderate level of stress was indicated by 23 female and 36 male students. The students who had a low level of stress were only 20 and it included five females and 15 males. (Figures  {\ref 4 \& 5}) The sample size of the second year students was Sixty one (61), and out of them, high stress was indicated by 21 students, moderate stress level was indicated by Twenty one (21) students and nineteen (19) students have showed low-stress. Out of high-stress indicated students, fourteen (14) were females and seven \hyperref[b6]{(7)} were males. Out of moderate-stress indicated students, twelve \hyperref[b13]{(12)} were females and nine (9) were males. Low-stress was indicated by eleven (11) male and, eight female students. Accordingly, second year female students have indicated more stress than male students. (Figures  {\ref 6 \& 7})\par
The sample size of third-year students was twenty two (22). Out of them, nine had indicated high level stress, including eight (8) females and one male. Ten (10) had indicated moderate-stress, including Four (4) females and Six (6) males. It has to be noted that only one female and 2 male students have indicated low stress level. (Figures  {\ref 8 \& 9}     The Most Common Sources of Stress According to the Table \hyperref[tab_0]{1}, the most common source of stress was workload (88\%) and, the least common sources were searched for a job and arguments with instructors. As students' point of view, they have too many assignments, presentations, and other works to finish in a limited time.\par
Only the workload and stress relationship are significantly different. The P value is 0.026. The other sources are not significance of P value->0.05.Among the symptoms, the majority (more than 50\%) had indicated trouble concentrating while studying. The most widely used stress management strategy by students was time management (more than 60\%)  
\section[{Correlations}]{Correlations}\par
Probability of association between Stress and GPA is 0.000. It is less than the significance level of 0.05 and, it implies that the test is moderately significant. 
\section[{IV. Discussion}]{IV. Discussion}\par
This study attempted to examine the correlation of stress with the academic achievements of the university undergraduates in Sri Lanka. The hypothesis which stated that participants who have higher levels of academic stress would be predictive of lower semester GPA was supported. Academic stress has a significant effect on semester GPA, advanced and lower levels of academic stress correlated with lesser performances. It is similar to the previous research conducted by \hyperref[b2]{Felsten and Wilcox (1992)}, who found a significant correlation between stress and academic success. Unlike some other scholars, this study indicated that the majority had experienced large or moderate levels of academic stress. When considered the gender, it is clear that the female students experience large amount of stress. Regardless of the year of the students, female students have indicated the greater amount of stress as the male students have showed a lower level of stress compared to the female students. However, the results indicates that the majority of the students, i.e. both male and female, had high or moderate level of stress except the fourth-year students. First-year students have indicated the highest level of stress and this evidences the previous study conducted by \hyperref[b7]{Hurtado (1996)}, \hyperref[b4]{Leong (1997)} and \hyperref[b3]{Halamandaris and Power (1999)}. According to those studies, the new adjustment problems first-year students' face are mostly related to academic stress. Fourth-year students have not indicated high-level of stress and that is probably due to less work they had at the time during the study is conducted. After they have submitted their final year project report, they were waiting to engage in their industrial training. When considered the symptoms of stress, both males and females perceived their symptoms of stress as trouble concentrating while studying. 
\section[{V. Conclusions}]{V. Conclusions}\par
This study has investigated a significant correlation between stress and academic achievements of Sri Lankan undergraduates. It draws the attention of students, administrators as well as academics regarding the importance of maintaining a balance between the academic career and the students' life for better learning. To develop a healthy body and mind and to enhance the students' academic achievements, Universities need to provide an understanding of stress and stress management strategies.\begin{figure}[htbp]
\noindent\textbf{12}\includegraphics[]{image-2.png}
\caption{\label{fig_0}Figure 1 :Figure 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3}\includegraphics[]{image-3.png}
\caption{\label{fig_1}Figure 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{45}\includegraphics[]{image-4.png}
\caption{\label{fig_2}Figure 4 Figure 5 48\%}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{67}\includegraphics[]{image-5.png}
\caption{\label{fig_3}Figure 6 Figure 7}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-6.png}
\caption{\label{fig_4}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{89}\includegraphics[]{image-7.png}
\caption{\label{fig_5}Figure 8 Figure 9}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-8.png}
\caption{\label{fig_6}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-9.png}
\caption{\label{fig_7}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1011}\includegraphics[]{image-10.png}
\caption{\label{fig_8}Figure 10 Figure 11}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.02448559670781893\textwidth}P{0.6016460905349794\textwidth}P{0.09444444444444444\textwidth}P{0.1294238683127572\textwidth}}
\tabcellsep Student Stress Factors n(264)\tabcellsep Frequency\tabcellsep Percentage\\
1\tabcellsep Work load\tabcellsep 233\tabcellsep 88.0\\
2\tabcellsep Lower grade that anticipated\tabcellsep 200\tabcellsep 75.0\\
3\tabcellsep Missed too many classes\tabcellsep 112\tabcellsep 42.0\\
4\tabcellsep Anticipation of graduation\tabcellsep 102\tabcellsep 38.4\\
5\tabcellsep Search for a job\tabcellsep 03\tabcellsep 1.13\\
6\tabcellsep Change of major\tabcellsep 09\tabcellsep 3.3\\
7\tabcellsep Arguments with instructors\tabcellsep 03\tabcellsep 1.13\end{longtable} \par
 
\caption{\label{tab_0}Table 1}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.046703296703296704\textwidth}P{0.00467032967032967\textwidth}P{0.1728021978021978\textwidth}P{0.425\textwidth}P{0.13076923076923078\textwidth}P{0.07005494505494506\textwidth}}
\tabcellsep \tabcellsep Stress level\tabcellsep \\
0\tabcellsep \tabcellsep 2\tabcellsep 3\\
high\tabcellsep \tabcellsep madarete\tabcellsep low\\
\tabcellsep \tabcellsep gender\tabcellsep female\\
\tabcellsep \tabcellsep 3\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep 2\\
0\tabcellsep 0\tabcellsep 0\tabcellsep 0\\
\multicolumn{2}{l}{HIGH}\tabcellsep MADARETE\tabcellsep LOW\\
\tabcellsep \tabcellsep \tabcellsep Stress\tabcellsep GPA\\
\tabcellsep \tabcellsep \tabcellsep Pearson Correlation\tabcellsep 1\tabcellsep -.536 **\\
\tabcellsep \tabcellsep \tabcellsep Sig. (2-tailed)\tabcellsep 0.000\\
\tabcellsep \tabcellsep \tabcellsep N\tabcellsep 264\tabcellsep 264\\
\tabcellsep \tabcellsep \tabcellsep Pearson Correlation\tabcellsep -.536 **\tabcellsep 1\\
\tabcellsep \tabcellsep \tabcellsep Sig. (2-tailed)\tabcellsep 0.000\\
\tabcellsep \tabcellsep \tabcellsep N\tabcellsep 264\tabcellsep 264\end{longtable} \par
 
\caption{\label{tab_1}Table 2}\end{figure}
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\end{document}
