The mediating roles of academic stress and life satisfaction in the relationship between personal responsibility and academic performance

2014 ◽  
pp. 383-387 ◽  
Author(s):  
Chuchai Smithikrai
Keyword(s):  
Life Satisfaction ◽  
Academic Performance ◽  
Personal Responsibility ◽  
Academic Stress ◽  
The Relationship

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

scholarly journals RELATIONSHIP AMONG LIFE SATISFACTION, SELF-ESTEEM, AND ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS IN PAKISTAN

2021 ◽  
Vol 9 (3) ◽  
pp. 406-417
Author(s):  
Shahnaz Perveen ◽  
Hamid Ikram ◽  
Qamar Un Nisa
Keyword(s):  
Life Satisfaction ◽  
Academic Performance ◽  
University Students ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Survey Method ◽  
Satisfaction Scale ◽  
Different Dimensions ◽  
The Relationship ◽  
Life Satisfaction Scale

Abstract Purpose of the study: This research study explores the relationship between life satisfaction, self-esteem, and academic performance of university students. Methodology: A quantitative approach was used to explore the relationship among life satisfaction, self-esteem, and academic performance of university students. In this study, a survey method was employed to collect quantitative data on life satisfaction, self-esteem, and academic performance from 575 students studying in three different public universities of Punjab (Pakistan). A self-esteem scale as a survey instrument initially developed by Rosenberg (1965) and a life satisfaction scale developed by Gilligan and Huebner (2002) were used to collect data. A third scale was developed by the researchers to measure the students’ academic performance. The assembled data were statistically examined using descriptive statistics and Pearson correlation by using SPSS 20th Version. Results: Findings of the study reveal that the level of life satisfaction among university students is comparatively higher than the presence of self-esteem and academic performance. Findings of the study show significant positive associations of university students’ academic performance with their life satisfaction and self-esteem. Applications of this study: This study helps strengthen the factors that promote university students’ academic performance. Novelty/Originality of this study: The novelty of this study is to explore the relationship among life satisfaction, self-esteem, and academic performance of university students for strengthening different dimensions of life satisfaction and self-esteem which ultimately promote university students’ academic performance.

scholarly journals The Relationship between Life Satisfaction and Academic Performance: An Example of Sports Science

2018 ◽  
Vol 8 (5) ◽  
pp. 192
Author(s):  
Çağdaş Caz ◽  
Levent Tanyeri
Keyword(s):  
Life Satisfaction ◽  
Academic Performance ◽  
Individual Characteristics ◽  
Life Assessment ◽  
Sports Science ◽  
Multiple Comparison Test ◽  
High Life Satisfaction ◽  
Female Sports ◽  
Turkish Language ◽  
The Relationship

Everyday stress, happiness, health status and individual characteristics affect life satisfaction, which, in turn, affectsome other factors. Therefore, high life satisfaction in academics affects their academic performance positively. Theaim of this study is to examine the relationship between sports science academics’ life satisfaction and academicperformance. Study sample consisted of 188 male and 151 female sports science academics working in differentregions. Data were collected using the “Contentment with Life Assessment Scale” (CLAS) developed by Lavallee,Hatch, Michalos & McKinley (2007), and adapted to Turkish language by Akın and Yılmaz (2015), and the“Perceived Academic Performance Scale” developed by Gür (2017). Data were analyzed using descriptive statistics,t-test, one-way variance analysis (ANOVA), Tukey multiple comparison test and correlation test. Results show thatmale academics have better academic performance than female academics. Results show no statistically significantrelationship between life satisfaction and academic performance.

The relationship between overweight and academic performance, life satisfaction and school life

Food Policy ◽  
2021 ◽  
Vol 101 ◽  
pp. 102077
Author(s):  
Luis Alejandro Lopez-Agudo ◽  
Oscar David Marcenaro-Gutierrez
Keyword(s):  
Life Satisfaction ◽  
Academic Performance ◽  
School Life ◽  
The Relationship

scholarly journals ACADEMIC STRESS, ACADEMIC PROCRASTINATION AND ACADEMICPERFORMANCE: A MODERATED DUAL-MEDIATION MODEL

2018 ◽  
Vol 9 (2) ◽  
pp. 38 ◽  
Author(s):  
Lu Qian ◽  
Zhao Fuqiang
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Poor Performance ◽  
Academic Stress ◽  
Academic Procrastination ◽  
Mediation Model ◽  
Mediating Effects ◽  
The Individual ◽  
The Relationship ◽  
Academic Self Efficacy

In this study, we investigated the mediating effects of active procrastination and passive procrastination on the relationship between academic stress and academic performance. In addition, we proposed the moderating effect of academic self-efficacy on the relationship between academic stress and academic procrastination. According to the study, the influence of academic stress on academic performance is mediated by academic procrastination. When individuals perceive the academic stress, they will have better performance if they take active procrastinate while passive procrastination can produce poor performance. Moreover, when individuals have high self-efficacy, it will promote our active procrastination. That is to say, when the individual is aware of the academic stress, it is necessary to believe in their own ability and take active action, which will create good results.

scholarly journals Stress profile and university performance of pharmacy students

2019 ◽  
Vol 10 (4) ◽  
pp. 2647-2653
Author(s):  
Elham Alshammari
Keyword(s):  
Academic Performance ◽  
Demographic Data ◽  
Academic Stress ◽  
General Assumption ◽  
Pharmacy Students ◽  
Stress Profile ◽  
Academic Factors ◽  
Intensive Courses ◽  
University Performance ◽  
The Relationship

The objective of the study was to examine the stress profile and university performance of pharmacy students. The study was necessary since high academic expectations among pharmacy students can expose them to stressful conditions. In return, stress can affect their level of performance. A quantitative approach was used to meet the objective of the study. A survey questionnaire was electronically administered to the study participants (n=591) to collect socio-demographic data, the student’s overall academic cumulative GPA, and stress indicators. The collected data was analysed quantitatively through the use of SPSS, more so using descriptive statistics and correlation tests. The study first examined the relationship between academic performance and stress and found no correlation between these two variables. The relationship between age and academic stress was also examined, and no correlation was evident. In addition, the year of study was compared to academic stress, and a significant relationship was found to exist between the two variables. Additionally, the year of study was also found to affect cognitive as well as social and interpersonal scores. The findings of the study, therefore, demonstrated the existence of no correlation between academic performance, stress, and age. These findings were unexpected, considering the general assumption that many pharmacy students experience elevated levels of stress compared to their counterparts pursuing less intensive courses. In sum, only the year of study was found to contribute to perceived stress among pharmacy students. Since academic factors are directly under the control of learning institutions, it is key that the management puts in place measures to minimise the resulting stress.             

scholarly journals Stress profile and university performance of pharmacy students

2019 ◽  
Author(s):  
Elham Alshammari
Keyword(s):  
Academic Performance ◽  
Demographic Data ◽  
Academic Stress ◽  
General Assumption ◽  
Pharmacy Students ◽  
Stress Profile ◽  
Academic Factors ◽  
Intensive Courses ◽  
University Performance ◽  
The Relationship

The objective of the study was to examine the stress profile and university performance of pharmacy students. The study was necessary since high academic expectations among pharmacy students can expose them to stressful conditions. In return, stress can affect their level of performance. A quantitative approach was used to meet the objective of the study. A survey questionnaire was electronically administered to the study participants (n=591) to collect socio-demographic data, the student’s overall academic cumulative GPA, and stress indicators. The collected data was analysed quantitatively through the use of SPSS, more so using descriptive statistics and correlation tests. The study first examined the relationship between academic performance and stress and found no correlation between these two variables. The relationship between age and academic stress was also examined, and no correlation was evident. In addition, the year of study was compared to academic stress, and a significant relationship was found to exist between the two variables. Additionally, the year of study was also found to affect cognitive as well as social and interpersonal scores. The findings of the study, therefore, demonstrated the existence of no correlation between academic performance, stress, and age. These findings were unexpected, considering the general assumption that many pharmacy students experience elevated levels of stress compared to their counterparts pursuing less intensive courses. In sum, only the year of study was found to contribute to perceived stress among pharmacy students. Since academic factors are directly under the control of learning institutions, it is key that the management puts in place measures to minimise the resulting stress.

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