ACADEMIA Letters
THE IMPACT OF STRESS ON ACADEMIC
PERFORMANCE
e Stephen Pompilus
Analie Pompilus, University of Makati
THE IMPACT OF STRESS ON ACADEMIC PERFORMANCE
By
e Stephen Pompilus, PHD & Analie S Pompilus, MBA
St Paul/Minneapolis, Minnesota (USA)
Abstract
Stress is a natural phenomenon of emotional or physical tension due to a demand or chal-
lenge, which can come from a variety of different events or thoughts often leading to sadness,
frustrations, and nervousness. In addition, as related to positivity, it is the body’s reaction as
a defensive mechanism to avoid danger; however, too much of it like anything else in life is
not good for survival. In academic settings, stress plays major factors on student academic
achievements. When students are overwhelmed by stress, it can take over their ability to fo-
cus and study on and off campus, so this paper has shown the effects of stress on academic
performance like dropping of classes and school. Since stress affects thoughts, feelings, and
behaviors, the impact of stress on academic performance plays major roles in learning both
on and off campus. This paper aims to present studies about the stress related to the academic
performance of students. The scope will be limited to the definition of academic stress, the
sources of stress, factors affecting it, and its impact on the academic performance of students.
Finally, a list of recommendations on how to cope with stress related expected academic per-
formance.
Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0
Corresponding Author: e Stephen Pompilus, [Link]@[Link]
Citation: Pompilus, E.S., Pompilus, A. (2021). THE IMPACT OF STRESS ON ACADEMIC
PERFORMANCE. Academia Letters, Article 3326. [Link]
1
Introduction
Stress is the natural condition that an individual experiences throughout his/her life. It can also
be defined as “a feeling of being overwhelmed, worried or run-down” (APA, 2018), or in other
words, stress is the body’s ability to respond to change as a feeling of emotional or physical
tension. It is the individual’s reaction when they are dealt with or reacts to internal or external
problems and challenges. According to Richlin-Klonsky and Hoe, stress is defined as “any
factor, acting internally or externally, which makes adaptation to environment difficult and
which induces increased effort on the part of the individual to maintain a state of equilibrium
between himself and herself and the external environment. Similarly, stress is explained by
(Pargman 2006) as “an uncertain reaction to external and internal factors” which connotes a
negative or positive response to environmental stimuli. It can be said that stress is how the
body in its entirety relates to the changes and unfamiliar situations that present themselves
over time.
Numerous research studies have been conducted about the impact of stress on the aca-
demic performance of students. According to Hellhammer, 2007, physiologically, stress-
related diseases in the form of reproduction, cardiovascular, metabolism, and gastrointesti-
nal diseases are largely determined through genetic and developmental factors. These factors
may differ from person to a person but symptoms of this disease may also be similar among
individuals at times. Wheeler (2007), on the other hand, said that stress is a physics word that
refers to the amount of force used on an object. When we relate it in a real-life situation, it
is how we ascertain issues that have a direct impact on our daily life. Examples of which are
worrying about financial matters, work-related issues, health and safety like the pandemic that
we are experiencing right now, conflicts with friends, and academic-related stress (Heissel,
et al., 2017). These all carry force or pressure on a person’s body -mind and spirit. Some
of the pressure or force originates from the environment but most often comes from within a
person’s head in the form of fear, anxiety, guilt, shame, discouragement, and low self-esteem.
For some people, the effect is minimal which means they can endure pressure while in others
the effect is enormous and has an adverse effect. This paper aims to present studies about
the stress related to the academic performance of students. The scope will be limited to the
definition of academic stress, the sources of stress, factors affecting it, and its impact on the
academic performance of students.
ACADEMIC STRESS
Education is the process of acquiring information through the process of facilitating learn-
ing, developing one’s capacities, discovering the potentials of students, and preparing them to
become a successful member of a specific society or culture in the process. Along this line,
Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0
Corresponding Author: e Stephen Pompilus, [Link]@[Link]
Citation: Pompilus, E.S., Pompilus, A. (2021). THE IMPACT OF STRESS ON ACADEMIC
PERFORMANCE. Academia Letters, Article 3326. [Link]
2
education serves primarily as an individual development function. Education is also a lifelong
process. It begins at birth and continues throughout life, it is constant and ongoing. Formal
education generally begins somewhere between the ages of four and six when children with
professional guidance start to learn skills and competencies that society deems important in
preparation for future life. In the broader sense, education is defined as a process designed to
inculcate the knowledge, skills, and attitudes necessary to enable individuals to cope effec-
tively with their environment. Its primary purpose is to foster and promote fullest individual
self-realization for all people. Achieving these goals requires an understanding of commit-
ment to the proposition that education is a primary instrument for the social and economic
advancement of human welfare (Verma, 1990).
While society is advancing with new technologies, education has evolved as well in order
to meet the needs of people for guidance of a professional life and to promote the impor-
tance of an educated society. It is becoming more and more competitive especially in this
time of the pandemic where from the traditional classroom set-up transitions into remote and
online modalities. For example, over 1,000 colleges and universities in the United States
closed their doors due to stress related to the pandemic of Covid-19 (Goldstein, 2020). In
addition, millions of students were forced to finish the semester via remote learning, resulting
in extraordinary disruptions to higher education in the United States and around the world
(Goldstein, 2020). While many students are continuing with online/distance learning, many
students continue to struggle with distance learning. In addition, one particular area of con-
cern for students that emerges is academic stress and its impact on their academic performance
and subsequently their ability to succeed in this new kind of environment. So, research has
indicated that academic stress is mental distress related to some anticipated frustration asso-
ciated with academic failure or even an awareness of the possibility of such failure (Gupta &
Khan,1987). In addition, it is the product of a combination of academic-related demands that
exceed the adaptive resources available to an individual (Wilks, 2008). Also, it is commonly
an emotional imbalance that may arise due to several factors such as exams, assignments, pa-
pers and projects, competitive nature in their courses of study, financial difficulties, and most
recently, the inability to cope or succeed in this new learning environment (Heissel, et al.,
2017).
According to Chew-Graham [Link]. (2003), student is continued to face with various stres-
sors such as the demand of academic of success and achievement, fear of unexpected, fear of
becoming a member of the society system, fear of being accepted into social, fear of dealing
with economical and emotional problems of family members, which all can potentially impact
their learning or abilities to have a successful academic career. Also, according to Sulaiman
et al. (2009), young people always face problems in adapting to various stresses. That shows
Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0
Corresponding Author: e Stephen Pompilus, [Link]@[Link]
Citation: Pompilus, E.S., Pompilus, A. (2021). THE IMPACT OF STRESS ON ACADEMIC
PERFORMANCE. Academia Letters, Article 3326. [Link]
3
students of all ages often have serious difficulties such as academic performance and social
or personal problems related to stress. That often starts to occur when students are starting
to have more responsibilities and shifting to adulthood. According to Wilks (2008), some of
the main reasons for the stress on students are as followed: (1) academic stress due to fear
of failure, lack of time management, financial difficulties, lack of interactions with teachers,
fear of failure of personal goals and objectives, lack of social life, unable to adapt to school
climate, and inability to form networks and partnerships with either peers or educators.
According to Masih and Gulrez (2006), the contributing factors to academic stress are
the following: admission actions, the high parental standards, the tight schedule of academic
performance, the time of classes, the relationship between teachers and students, the non-
conducive physical environment of classrooms, the absence of healthy teacher-student con-
tact, the unreasonable discipline of school rules, punitive measurement physically, the works
of schools in unbalanced form, teaching and learning methodology, the different views of
teachers, emphasis on the weakness of student rather than their strong points. In addition,
according to Calaguas (2011), Asian students revealed that schoolwork, family adaptation,
and peer relationships are the main sources of academic stress. For example, Filipinos have
high regard for the perceived expectations of others from them, which vastly increases stress
on their academic and social life on and off campus. In addition, they often see themselves
as being evaluated in terms of their academic performance and the pressure to excel is an im-
portant measure of their success (Calaguas, 2011). Finally, the Covid-19 pandemic has added
more stress on students, which increases their inability to cope with severe stressful situations
or events or challenges like distance/online learning significantly (Son et al., 2020). Also, due
to lack of online/distance learning experience, students from low socioeconomic background
are becoming more stressed during this pandemic due to on-going challenging home condi-
tions, lack of access to academic resources (e.g., computers and internet connectivity), and
distractions in the home learning environment (Son et al., 2020).
ACADEMIC PERFORMANCE
Academic performance is operationally defined as a measure of the level of learning in a
particular area of the subject in terms of knowledge, understanding, skill, and application. In
other words, it is the result of a process of education or training (Pizarro, 1985). For Caballero
et al. (2007), academic performance involves meeting goals, achievements, and objectives set
in the program or course that a student attends. These are expressed through grades which are
the result of an assessment that involves passing or not certain tests, subjects, or courses. In
addition, academic performance involves several factors such as intellectual level, personal-
ity, motivation, skills, interests, study habits, self-esteem, or the teacher-student relationship
(Marti, 2003). Also, Cuseo (2007) identifies seven qualities that promote student success:
Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0
Corresponding Author: e Stephen Pompilus, [Link]@[Link]
Citation: Pompilus, E.S., Pompilus, A. (2021). THE IMPACT OF STRESS ON ACADEMIC
PERFORMANCE. Academia Letters, Article 3326. [Link]
4
personal validation, self-efficacy, sense of purpose, active involvement, reflective thinking,
social interaction, and self-awareness. Accordingly, research has also indicated that students
are most likely to succeed when they feel valued by their school and when they actively par-
ticipate in learning. Having a strong sense of self will also help students succeed as well as
knowing where they wish to take their education, and knowing when to take breaks (Cuseo,
2007). Also, stress can strain many of those qualities, which may negatively affect a student’s
academic performance (Heissel, et al., 2017).
In addition, problems occur when there is a gap between the academic performance and the
student’s expected performance. According to Wilks (2008), academic performance-related
stress is the product of a combination of academic-related high demands that exceed the adap-
tive resources available to an individual. In addition, Sohail (2013) has shown the relationship
between stress and academic performance of first-year medical students, which found high lev-
els of stress associated with poor academic performance. Also, Bharti (2013) found a high
level of institutional stress is associated with poor academic performance. To show the impact
of stress on academic performance, Safree et al. (2010) have found that depression, anxiety,
and stress are negatively correlated with academic achievement, which is also indicated the
higher the stress, the lower the academic achievement of students. In addition, research has
indicated the ability for students to manage stress is equally important as non-students (Safree,
et al., 2010). The way students perceive stress is an important factor in its seriousness. Nega-
tive or excessive stress perception contributes to the students experiencing psychological and
physical impairment (Murphy & Archer, 1996). That shows students who can effectively han-
dle or manage their stress can perform much better than those who are unable to manage or
control their stress on a regular basis. Finally, Kaplan et al. (2005) supported the hypothe-
sis that early adolescent school-related stress both independently and in interaction with high
academic expectations negatively affected academic performance.
Conclusion
In conclusion, this paper has clearly shown that numerous research studies have indicated that
academic-related stress clearly reduces academic performance as well as decreasing motiva-
tion to complete school assignments. Also, lack of motivation caused by stress is one of the
factors related to the increasing dropout of student dropout of classes and schools. In addi-
tion, unmanageable stress is significantly affecting academic performance as well as one of
the leading causes of students dropout of classes and school (Heissel, et al., 2017). As indi-
cated throughout this paper, research studies have shown that stress from a variety of venues
strongly affects student academic performance as well as showing stress exhibited by student
Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0
Corresponding Author: e Stephen Pompilus, [Link]@[Link]
Citation: Pompilus, E.S., Pompilus, A. (2021). THE IMPACT OF STRESS ON ACADEMIC
PERFORMANCE. Academia Letters, Article 3326. [Link]
5
family social economic conditions and instructors’ academic expectations also increases the
stress levels of students on and off campus (Heissel, et al., 2017). When stress is unbearable on
students, it can negatively affect cognitive functioning and academic performance including
sleep and social activities; however, it is primarily found among students from low socioeco-
nomic status backgrounds. For those reasons, the impact of stress on academic performance
varies among ethnic groups as one of the contributing factors to racial-ethnic and socioeco-
nomic achievement gaps among both developed and under-developed nations (Heissel, et al.,
2017). However, with resources to help students to manage stress like interventions to limit
stress exposure on campus with reducing expectations can help students prepare to learn as
well as to increase their academic performance like graduating on schedule, so they can help
their families economically (Heissel, et al., 2017). Above all, that shows schools should de-
velop and implement measures and programs to benefit low socioeconomic background and
minority students to reduce academic performance or achievement gaps.
Recommendations to Cope with expected Academic Performance
related Stress
Stress in itself is hard to control but we can do something in order to cope with it. The main
important factor in the management of stress is the degree of willingness of people to cre-
ate the needed changes for a healthy lifestyle (Shaikh, et al., 2004). Here are some of the
recommendations in order to cope with stress related to academic performance:
1. Holding on to positive thoughts. According to Mazundar, [Link]. 2012, positive thoughts
can help to face problems easier, offer profound results and assist in resolving problems
with a more output approach.
1. Stable mental and physical health. A person with a high self-esteem according to
Meisenhelder (1985) in his/her research is the primary requirement and key factor in
human health both physically or mentally.
1. Exercise everyday. Any one form of exercise to be done on a daily basis guarantees an
environment of sustainable happiness according to Jain (2017).
1. Meditation and breathing exercises. Meditation and breathing exercises can also be
incorporated to relieve stress during exams and students avoid panicking. It is also
important to ensure that students receive enough sleep, it would help the students to be
more patient and to have a better learning graph (Jain, 2017).
Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0
Corresponding Author: e Stephen Pompilus, [Link]@[Link]
Citation: Pompilus, E.S., Pompilus, A. (2021). THE IMPACT OF STRESS ON ACADEMIC
PERFORMANCE. Academia Letters, Article 3326. [Link]
6
1. Experimenting on several approaches and techniques.
Phinney, J. S. & Haas, K. (2003), presented several approaches and techniques that were
proven effective in managing and controlling academic stress. These are expressing honest
emotions and sentiments, yoga, mind meditation, psychotherapy, exercising, leisure time and
time-off from all workloads, and change in lifestyle.
Do the following on regular basis to Cope with Academic perfor-
mance related Stress
1. Learning and practicing deep breathing exercises. Breathe in through the nose and ex-
hale through the mouth. It helps relax the muscles and distribute oxygen evenly through-
out the body on a regular basis.
1. It is important to use campus resource practitioners like Counselors, Healthcare Providers,
Psychologists, etc.
1. Get plenty of sleep. A good night’s sleep is important in order to process information
throughout the daytime.
1. Be Present on a regular basis to class. This is to avoid extra workload that you missed
when you are absent in the class.
1. Create a relaxing and restful environment. Having a clean and peaceful environment
can actually lead to a relaxing environment.
1. Exercise on a regular basis as new skills through practices with others.
1. Practicing Self-care & Use Positive Self-Talk on a regular basis. Use of positive rein-
forcement heightens student’s enthusiasm to participate in class activities.
1. Practicing self-control by focusing on what you can control.
1. Practicing taking Responsibility For Mistakes or own-decisions.
1. Avoid excessive use of legal and illegal substances.
1. Practicing self-forgiveness or Forgive Yourself for Past and Future wrongdoings or de-
cisions.
Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0
Corresponding Author: e Stephen Pompilus, [Link]@[Link]
Citation: Pompilus, E.S., Pompilus, A. (2021). THE IMPACT OF STRESS ON ACADEMIC
PERFORMANCE. Academia Letters, Article 3326. [Link]
7
1. Get routine preventive care on a regular basis (screenings and vaccinations).
Finally, Reddy et al. (2018) also concludes that several ways can be done in order to
deal with stress. The following techniques have been found to be useful in dealing with stress:
feedbacking, yoga, life skills training, mindfulness, meditation and psychotherapy. Identifying
the main reason for stress is the key to deal with it. Professionals can develop tailor made
strategies to deal with stress. The well-being of the students is important not only for the
students but for academic institutions as well.
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Citation: Pompilus, E.S., Pompilus, A. (2021). THE IMPACT OF STRESS ON ACADEMIC
PERFORMANCE. Academia Letters, Article 3326. [Link]
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Academia Letters, August 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0
Corresponding Author: e Stephen Pompilus, [Link]@[Link]
Citation: Pompilus, E.S., Pompilus, A. (2021). THE IMPACT OF STRESS ON ACADEMIC
PERFORMANCE. Academia Letters, Article 3326. [Link]
