A STUDY ON ACADEMIC STRESS AMONG STUDENTS IN HIGHER EDUCATION INSTITUTIONS OF DELHI NCR

Abstract

Investigating academic stress among students at higher education institutions in Delhi NCR is the goal of this study. This will be accomplished through a cross-sectional survey method, with information being gathered from 140 students utilising a survey form sent via email and social media. Closed-ended questions on the survey form are rated on a Likert scale of 1–5, and 1–10, respectively, for items that are reliant on independent variables. The dependent variable is the overall level of academic stress that students experience, while the independent factors are the sources of academic pressure (B1), workload perceptions (B2), academic self-perceptions (B3), and time restrictions (B4). As shown by beta coefficient values of 0.415 and 0.189, respectively, and p-values of.001 and 0.037, the study's findings indicate that there is a significant positive correlation between pressure to perform and perceptions of workload and overall academic stress. This demonstrates the relationship between rising academic stress and perceived workload and performance pressure. Academic self-perceptions, time restrictions, and overall academic stress do not, however, appear to be significantly related. Due to this, the overall levels of academic stress among students were not significantly impacted by changes in academic self-perceptions and time limitations. The study seeks to determine if gender, age, and educational level influence students' levels of academic stress. The Two-Way ANOVA study findings show a modest relationship between these independent factors and the dependent variable (academic stress) in the sample. However, the impact size is tiny, indicating that these independent factors account for just a small amount of the variation in academic stress. Nonetheless, it is critical to recognise the study's shortcomings. The sample size, for example, is tiny, and the findings cannot be generalised to the total population. Furthermore, the research is being undertaken in a specific geographical region, and the findings may not be applicable to other places. Furthermore, because this is a cross-sectional study, a causal link between the causes of academic stress and the degree of academic stress experienced by students cannot be established. v In conclusion, this study gives significant insights into the origins of academic stress faced by students enrolled in higher education institutions in Delhi NCR. According to the findings of the study, pressure to succeed and perceptions of workload greatly contribute to academic stress, which can have a negative impact on students' academic performance and well-being. These findings have important significance for educators and policymakers in higher education institutions, who may utilise them to develop effective measures for managing academic stress and promoting student achievement.