The Impact of Stress Management Strategies on Students’ Academic Performance: Perceptions, Practices, and Recommendations

Abstract

This qualitative research investigated the effects of stress management techniques on undergraduate students' academic performance and their understanding, coping strategies and suggestions to reduce academic stress. Ten undergraduate students of the University of Malakand, Pakistan, were purposely selected and interviewed using semi-structured interviews until data saturation was reached. Thematic analysis was used to analyze the data. Results showed financial problems, academic workload, fear of failure, time management problems and high parental and personal expectations were the primary sources of academic stress. Students reported that chronic stress interfered with their learning and academic performance, including memory, attention, problem solving, motivation and academic achievement (e.g. lowered their marks and the quality of their academic assignments). Students used a range of stress management strategies including time management, setting academic and life goals, taking care of themselves, and seeking support from friends and family, but some felt they could not manage their stress well. The research concludes that academic stress that goes unchecked has a negative impact on students' cognitive performance and academic achievement, and stress management and social support can alleviate these effects. Students suggested practical strategies of effective time management, relaxation, healthy living, and personal efforts combined with faith in God. This research suggests that universities need to provide culturally relevant stress management interventions that consider both academic and financial stressors, as well as encourage healthy coping mechanisms and social support.