Exploring the Impact of Achievement vs. Study Skills on College Students’ Perceived Academic Stress: A Comparative Analysis

Abera Tesfahun

doi:10.56741/jpes.v4i01.720

Authors

Abera Tesfahun
aberamoges2004@gmail.com
Bonga College of Education

Keywords:

Academic Stress, Achievement Level, Education, Study Skill Level

Abstract

Research has demonstrated that study skills can enhance academic performance; however, the understanding of how varying levels of study skills and academic achievement affect academic stress is limited. This study aimed to investigate the effects of college students' study skill levels and academic achievement on their academic stress. A total of 351 randomly selected college students from 16 different fields of study participated. Data were collected via a questionnaire that assessed academic stress related to students’ workloads, self-perceptions, academic expectations, study skills and academic achievement (measured by the CGPA). The analysis revealed that both study skill level and academic achievement have a statistically significant main effect on academic stress, with different levels of study skills and achievement being associated with varying levels of academic stress and a modest effect size. However, the interaction effect between study skill level and academic achievement in relation to perceived academic stress was not statistically significant. Post hoc tests indicated that students with low academic skills reported lower academic stress than did those with average academic skills did, and students with low academic achievement experienced greater academic stress than did their high-achieving counterparts did. The findings suggest important implications for educators, counselors and college students, emphasizing the need for targeted interventions to address study skills and achievement-related stress.

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Author Biography

Abera Tesfahun, Bonga College of Education

is a lecturer at Bonga College of Education, Ethiopia. His research focuses on education, student learning strategies, and academic stress management. He has conducted studies on the relationship between achievement, study skills, and perceived academic stress among college students. Through his work, he aims to contribute to the development of effective learning strategies and stress-reduction techniques in higher education. (email: aberamoges2004@gmail.com).

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