Category: Academic Performance

Can you imagine being in a situation in which you have no control and have to confront the constant distress to your wellbeing? Well, a shocking number of students in Australia have been reported of being bullied. Bullying by definition “is when an individual or a group of people with more power, repeatedly and intentionally cause hurt or harm to another person or group of people who feel helpless to respond.” (NCAB, 2019) Alarmingly, according to Kids Helpline 1 in 4 students have been bullied. These children face the regular burden of being terrified. They are terrified of being bullied in class verbally or physically and at home online. Technology and social media apps, such as SnapChat and Instagram have meant that bullying can happen anywhere and anytime. Home is no longer a safe haven as bullies can target their victims through messaging apps. There are various consequences of being bullied and many students are negatively impacted. The immediate and long term effects of bullying are significant, but the main areas impacted include: psychological and physical effects and decline in academic performance.

Paragraph 1: Psychological Effects

The psychological effects of bullying include can anxiety, depression, self-harm, violence, aggressive outburst and lower self-esteem. Psychological effects are more dangers and have long term implications compared to physical effects. The worst case scenario could be suicide as the victim feels the only form of escape is to end their life. Surprisingly, “Boys were significantly more likely to suffer chronic or increasing bullying than girls.” The way boys and girls bully can be different. Girls tend to use verbal abuse, exclusion and body language to target their victim. Boys tend to use physical aggression and body language as their primary source of bullying. The expectation that boys will be boys reinforces the acceptance of many intimidating behaviours. Equally, cruel remarks from girls can be dismissed as typical girl behaviours which minimises the potential for damage. Psychological effects can extend well beyond when the bullying ends as the effects have been stored in their memory. The victimised child becomes anxious that the patterns will continue which effectively repeats the abuse in their mind by tormenting them. The best solution is to speak up and seek support as soon as possible.

Paragraph 2: Physical Effects

Bullying can have immediate and devastating effects on the victim including broken bones, scars, bruising which can subsequently lead to sleep deprivation, health concerns and retaliating in violence. Bullying is learnt behaviour hence mistreatment and physical abuse can cause the pattern of violence to continue. Physical abuse is mainly undertaken by a big person compared to the victim, so the bully is not harmed in any case. Physical abuse is normally taken place at school or on the way home of the victim. The bullies corner the victim up so there is no place for he or she to proceed. Step by step the sense starts to escalate

Paragraph 3: Academic Decline

One of the indicators that someone is being bullied is a decline in academic performance as the victim loses hope and is unable to concentrate. Parents and teachers may be the first to pick up the decline as the loss of motivation becomes obvious. A bullied student may show signs of anxiety and depression which affects their ability to study. Many victims hide the mistreatment hoping it will go away, so other signs such as grades can measure their focus in school. According to the Good Schools Guide students who are being bullied perform 6-9 months worse in NAPLAN tests compared to their non-bullied peers. Some academic students may be inclined to underperform as they are worried about standing out or being the teacher’s pet if they do well. Therefore, there is peer pressure to underachieve.

As expressed it shows that bullying is a severely disgusting act that is aimed at innocent children across the whole world. Bullying is not tolerable in any instance and more actions should be taken to prevent bullying from happening. Bullying gives negative thoughts to the victim who is receiving the message and the person who has sent the message. When bullying happens it also causes negative effects on not just the bully but also the people that are exposed to it. The psychological effects of bullying cause issues such as lack of esteem, among others. Physical effects which involve breaking anything even from the human body. Furthermore, bullying may cause academic decline due to the low motivation of the victim.

Unfortunately, there are many cases of bullying in the world however I believe that there should be actions taken to promote the idea of “Bullying, No Way”. This can be done through school activities, advertisements and more education about the issue.

Abstract

Adolescence is a transitional period, where an individual transition from a child to an adult. During this period, adolescent teenagers are highly prone to experience peer pressure in them schools. The types of peer pressure individuals face in society today are vastly different when compared to records a few years ago. Peer pressure is a powerful social construct as it has the ability to influence an individual from what to wear, say, do or wheatear or not to engage in deviant behavior. Peer pressure is an important aspect of society and if academic professionals understand the trends of negative peer pressure, they can prevent an individual from falling into deviant behavior.

This research aims to find the correlation between peer pressure and the effects it has on a student’s academic performance. Qualitative as well as quantitative methods were used to carry out this research. Questionnaire surveys were passed on a target population of 50 students out of which 39 took the survey. Alongside personal interviews were also conducted. This research is also a review of existing literature on positive and negative peer pressure.

Introduction

Peer pressure can be defined as the influence an acquaintance or a group of associates has on an individual. This may result in the individual incorporating the ideology of their associates, which may lead to them changing their behavior, way of life and daily practices to the ability to “fit in. Every individual that transitions into an adult is looked at with the obstruction of “fitting in” in society, especially the youth which is attending schools and universities. This illustration plays a monumental part on the emotional and easily influenced developmental regions of an individuals and definitely influences their academic way of life.

According to Castrogiovanni (2002), a peer group is defined as a group of similarly aged, fairly close friends, indulging in the same kind of activities. Nowadays making new friends and having a particular social gathering is considered to be a flat out need for some students and sometimes it can genuinely useful for them. Whilst on the positive side, peer pressure may motivate students to try to do the absolute best in everything they do, peer pressure also negatively affects teenagers to cultivate deviant habits from their surroundings which may lead to loss of individuality and integrity, especially in their academic performance.

Modeling refers to when an individual change their perception, behavior, or effects that result from the observation of others (Ryan, 2000). However, when an individual’s peers influence then to accomplish something, they would typically feel uncertain and remorseful about doing it, that is where the problem lies. At this point it is when wanting to fit in can turn its table against them. The influenced individual then may start to change their way of life, thinking and in some cases even abandon their morals and values. At some point this individual may even disregard their own parents and other authority figures as ideals and they might follow the examples of their social peer group.

The choices that students make regarding their motivation, engagement, and achievement in school or universities and the satisfaction they obtain from their choices depend on the context in which they make such decisions (Ryan, 2000). Numerous parts of a student’s life can be influenced by peer pressure, but peer pressure is most likely to influence his/hers academic performance. The impact of a student’s peers / social group has a concrete effect on the students when compared to their parents, authority figures or relatives. Students belonging to a social gathering have the tendency to please their social peers, they are willing to do everything in their power to follow their peer group’s instructions, standards and social norms.

Usually these are the students who are the newcomers in the school or university, or have been chosen to be a part of a social gathering. In addition, the students who are effortlessly influenced and are easy targets for peer pressure tend to have a sense of insecurity about them. Therefore, the impact and consequences of peer pressure can be seen to have a more negative effect rather than positive as it prevents students from achieving their academic goals.

The questions that will be explored and answered through this research paper are:

1. How academic performance is affected by peer pressure that a student tends to conform to?
2. What types of peer pressure work best on students, so much that it affects a student’s academic performance in a negative manner?
3. How does peer pressure develop? Does a sense of insecurity from the targeted student lead to further growth and manifestation?

Literature Review

Pre-pubescent teens find it very vital to be a part of any social group, especially students. For the students the social group is a place where they find it safe to share their thoughts and emotions. The member of the social group, to a certain extent, get feedback from each other. The members of the social group are not the students’ parents, siblings or relatives. For them, it is that they are recognized by their own personal morals and beliefs, rather than those of their family members. Nevertheless, just like everything else in life, being a part of any social group has its price to pay. Social groups come with the price tag of accepting their norms and regulations, whilst also changing oneself to become more like the group itself, whether or not the person is comfortable with those norms/ social behavior.

A study ( Ryan, 2000) concluded that socializing with peers who have remarkably good grades elevates one’s own gratification towards school, whilst having peers who have a negative relationship with school and academics, decreases one’s gratification. Negative peer groups inflict a negative form of peer pressure, which therefore leads to remarkably low grades and deviant behavior. The societal institution known as peer pressure has been vastly studied and this literature review presents the purpose of the background of it. The decline in academics of students maybe because they are experiencing peer pressure.Scholarly research has been done on peer groups and peer pressure since the 1960s.

Additionally, it has been set down in black and white that social peer groups can provide positive as well as negative support to students. Peer groups can inflict a good relationship with academics as well as a negative one (Berndt & Keefe, 1995; Cairns, Neckerman, & Cairns, 1989, Helsen, Vollebergh, & Meeus, 1997). With reference to the research done on peer pressure, it can be said that there are five ways or forms of peer pressure that have an impression on people. A few examples are, criticism, teasing, humiliating etc (McLeod, 2016). The most ideal way a student can be influenced, is by the belief and perceptive of how their social group would possibly react if they behaved in a different manner (Burns and Darling, 2002). When these students behave in an unassociated manner when compared to the members of his/her peer group, or not up to the social standards; it is possible to say that may become victims of peer pressure or any kind of form of peer pressure. Therefore, alternatively the student conforms to the rules and values of their group, rather than behaving in a way of their own choice (Black,2000).

According to Crutchfeild (1995), conformity simple means to “yield to group pressure”. Conformity means to change one’s behavior or beliefs due to social impact in order to fit in a certain group of people. Kelmen (1958) states that there are three types of conformity, compliance, internalization and identification. Compliance is a short-term change in behavior. It occurs when an individual adapts to the ideals and norms of the majority but does not agree with them personally. Internalization happens when an individual adapts to ideas and norms of the majority publicly and privately. Interlunation occurs “when an individual accepts influence because he wants to establish or maintain a satisfying self-defining relationship to another person” (Kelmen,1958,p.53). Mann (1969) made a fourth addition to these types of conformity, integration. This is when an individual conforms to norms in order to gain acceptance from a social group.

According to research there are two reasons why people conform: Normative conformity and Informational conformity. Normative conformity is when an individual’s adapts to norms in order to refrain or avoid rejection. Informational conformity is when an individual turn to other people for advise in ambiguous situations because he lacks in knowledge. Peer pressure and peer relationships have mainly been experienced in schools and universities. For example, many studied have concluded that the impact of peer groups on teenage experiences are within traditional middle, junior and high school environments. There are alternative schools who do not conform to the traditional school of thought and the students attending those schools differ in mental structure and philosophy (Guerin & Denti, 1999; Wiest et al., 2001). Therefore, it can be said that peer group and peer-peer relationships vary from institution to institution. The results of a study conducted by Taylor and Wong (1996), a strong correlation was seen between a low GPA and negative peer pressure.

Another study also concluded a relationship between the decline in a student’s GPA and negative peer pressure. Students who were adapting to the norms and wishes of their peers had a considerably low GPA when compared to students who had a comparatively low level of conformity (Taylor and Wong, 1996). In addition to that, this study also showed a relative amount of difference when it came to conformity and its directly proportional relation with gender. Male students are more likely to become victims of negative peer pressure as compared to female students (Zarina and Shamsa, 2011; Brown, 1982). Moreover, the study also implies that there was a noteworthy gender difference when it came to conformity with their peers. Boys were more likely to fall for negative pressure as compared to girls (Taylor and Wong,1996). Peer pressure effects many aspects of a young adult’s life but it extends to their academic performance and achievements as well. Many aspects of a young student’s life are influenced and effected by peer pressure, but most importantly their academic lifestyle. The impact that peer pressure can have on an individual can be both positive and negative, this also goes for their academic performance (Tope,2011).

A majority of these students belong to universities, where they spend most of their time bonding with their peer group, and the more time they spend together the more they start to trust each other and form an unbreakable bond with one another. As a result of all of this it is highly more likely for them to adapt their social groups behavior. Most of the students who indulge in conformity have a sense of insecurity about themselves and therefore turn to their peers and try to mimic their behavior.

Methodology

This research was conducted using quantitative research techniques and using existing data from different researchers. A questionnaire survey which consisted of fifteen questions. The target population was made up of students who are currently enrolled in Forman Christian College. A total of 72 students took the survey, which was made on google forms. The survey was passed onto students using groups made on WhatsApp and other social media applications. The survey consisted close ended questions which has three possible answers, “yes’, ‘no” and “maybe”. The questions were based on the student’s GPA and their peer groups. The questions were more focused around the individuals peer group and how their peer group influences the individuals behavior and what kind of effect their social group has on their academics. Is it negative or Positive?

Discussion

The examination above shows that 45% of students agree that their peers perform exceptionally well in their academics, whilst 20% and 35% of the students who took the survey strongly disagree and are not sure that their fellow peers perform well in their academic examination. 66.7% of the respondents answered ‘yes’ when asked if their peer group effect their academics positively while, 6.9% answered no and 26.4% answered maybe. When asked if their peer groups encourage them to do well in their academics, 66 % answered yes while 26% answered no, which can be seen as a negative influence on an individual’s academic lifestyle. 27.8% of the students said ‘yes’ when asked if their peer group looks down or bullies’ students with higher grade point average, while 46% said no. 26.4% and 28.6% of the students answered yes and maybe, respectively, when asked if the members of the peer group are involved in any kind of drug activity and if it has had an influence on them. 33.3% and 17.3% of the students answered yes and maybe when they were asked if they had to alter their behavior in order to fit in their desired peer group. When asked if they are easily influenced by their peers a shocking rate of 44.4% and 16.7% said yes and maybe. 38.7% and 17.8% of the students answered yes and maybe when asked if their peers make fun of them when they refuse to indulge in activities which they are not comfortable doing.

In Maslow (1954) theory of a hierarchy of needs he showed the need for belongingness and love as a step towards attainment in his hierarchy of motivation model. From his point of view deprivation of any basic human needs can hinder the progress towards achievement. According to Maslow’s model, an individual should first have his issues of love and belongingness settled before addressing his needs of achievement. For example, an adolescent teen who has deprived relationship concerns from his family will not participate in the classroom when compared to a student who has the need for love and belongingness fulfilled.

The foundation of the ability to learn is based on comfortable relationships with other, including peers and family members, and classroom learning is based around the idea of learning with and in the presence of others. When looking at the empirical evidence that has been put forward, a relationship between peer relationship and their influence on academics can be seen (Ladd, 1990; Ladd, Kochenderfer, & Coleman 1996). NAEP (1998) conducted the research in which they asked the most intriguing question to see the effects of peers on academic achievement. The survey asked a young adult to strongly agree, agree, disagree or strongly disagree with the following statement: ‘My friends make fun of people who try to do well in school.’ This question is important when measuring the impact of peer pressure on academic achievement.

Conclusion

The aim of this study was to find out if there is any form of correlation between peer group influence or pressure and a student’s academic performance. The research hypothesis was tested and literature was reviewed which was related to the topic of investigation. Questionnaires and usage of existing data were the instruments that were used to test the hypothesis, which have been analyzed above.

The results of this research lead to show that peer pressure forms the main foundation of adolescent kids to learn empirical knowledge about their physical and social environment as well as accretion of skills and the attitude needed for the achievement for a better future. Peer group influence also has a significant relationship with an individual’s academic performance. If an individual’s peers are into negative activities such has drug abuse, skipping out on classes and being chronically absent from school just to engage in time wasteful activities, these attributes of an individual’s peer group is likely to effect his/her academic performance.

References

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2. Bierman, K. L. (2004) Understanding and Treating Peer Rejection. New York: Guilford Press.
3. Bond, M. (may 2014). The Power of Others; Peer Pressure, Group Think, and How the People Around Us Shape Everything We Do. One World Publications
4. Brown, B. B. (1982). The extent and effects of peer pressure among high school students: A retrospective analysis. Journal of youth and adolescence, 11(2), 121-133.
5. Brown, B.B., Mounts, N., Lamborn, S.D., & Steinberg, L. (1993). Parenting practices and peer group affiliation in adolescence. Child Development, 64, 467-482.
6. Carvallo, M. & Gabriel, S. (2006). No man is an Island: The need to belong and dismissing avoidant attachment style. Personality and Social Psychology Bulletin, (32), 697-709.
7. Castrogiovanni, D. (2002). Adolescence: Peer groups. Retrieved January 24, 2004, from: http://inside.bard.edu/academic/specialproj/darling/adolesce.htm
8. Hartley, F. (1988). Dealing with peer pressure: dare to be different. New Jersey: Fleming H Revell Co.
9. Kochenderfer BJ, Ladd GW. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development. 67:1305–1317.
10. Ladd, G. W., Birch S. H. and Buhs, E. S. (1999) Children’s Social and Scholastic lives in kindergarten: Related Spheres of Influence. Child Development. 70:1373–1400

In the society we live in today getting a degree or being educated is essential to go up in the socio-economic hierarchy.This research paper is a study on the effect of people’s personalities on their academic performance. Personality is a set of personal traits that make up a person’s behavioral pattern. Academic performance is how we measure our individual achievements in various academic subjects. There are five types of personality traits; Openness,Conscientious,Extraversion,Agreeableness,Neuroticism (Pappas,S,201).

In the pursuit of academic excellence different factors can affect our performance, sometimes people’s personalities can affect their performance . Extroverts are usually find it hard to accept people’s ideas and see things from other people’s point of view, making it hard for them to participate in team work which makes it hard for them to perform well in group projects. The are usually loud and find it hard to concentrate in class and they are mostly restless (Gaille,B,2015).At the same time extroverts find it easy to take risks and try new things . They posses a social learning style.

The Big Five personality factors (Costa & McCrae, 1992)—particularly Neuroticism and Conscientiousness—were found to predict overall final exam marks over and above several academic predictors, accounting for more than 10% of unique variance in overall exam marks. Results suggest that Neuroticism may impair academic performance, while Conscientiousness may lead to higher academic achievement. (Furnham, A, Chamorro-Premuzic, T, 2003). In sample 2 (N=75) the EPQ-R (Eysenck & Eysenck, 1985) was used as the personality measure and results showed the three super-factors were the most powerful predictor of academic performance, accounting for nearly 17% of unique variance in overall exam results. It is demonstrated that (like Neuroticism) Psychoticism could limit academic success. (Furnham, A, Chamorro-Premuzic, T, 2003).

According to Grozier (1997) conscientious students are likely to meet deadlines for assignments, they are more likely finish tasks rather than leave them incomplete, they will put a certain amount of effort into a task, that they can apply themselves without continuous supervision, and so on.(Hazrati-Viari, A, Rad, A, Torabi, S,2011).

Openness to experience predicted only intrinsic motivation and subsequently academic achievement suggesting that those who are high on openness tend to be intellectually curious, intelligent, insightful, aesthetic, and interested. These qualities can demonstrate why students who are high in openness perform better.. For example being interested and insightful, they desire to gain deep understanding of many things. This interest can orient to new strategies of learning and new academic issues result in academic achievement (Hazrati-Viari, A, Rad, A, Torabi, S,2011). For instance Chamorro-Premuzic and Furnham (2008) proposing the ‘‘investment” role of openness to experience as a determinant of higher IQ, argue that IQ is separately affected by fluid intelligence and openness to experience and affected deep learning, which in turn led to higher grades (Hazrati-Viari, A, Rad, A, Torabi, S,2011). People with Agreeableness personality traits tend to do well in school, they find it easy to be in study groups they often have positive and pro social thoughts even in hostile moments. Their personality makes them stand for conflict resolution anywhere there is hostility (Robinson,M,2012).They are also very polite and attentive to teachers making it easy to gain teacher’s favour.

Aside from the big five personality traits there are other part of a persons personality that can affect their academic performance. People who have a Reserved personality are usually emotionally stable so they have no emotion distractions to distract them from their academic pursuits(Justin,B,2018).They also lack confidence because they are usually low in Openness. Self-Centered people on the other hand are usually socially confident, energetic and outgoing but they tend to be impulsive, ill-tempered and they will do anything to make themselves get ahead of their peers in class even at the expense of others which makes them terrible at teamwork.

The relationship of academic well-being and the academic performance of 1st Year Psychology students at Xavier University- Ateneo de Cagayan In a study conducted in 2019 which involved a teacher named Ms. Mahmud Yusr, she stated her perspective regarding the ​student’s well-being and reported it as something which is as important as academic success believing that students who are resilient and have a greater capacity for emotional intelligence, often perform better academically. In addition, according to Tuominen–Soini et. al. (2012), well-being is an important indicator for various educational outcomes and because the adolescents’ lives revolve mostly on their studies, it is reasonable to define well-being in the context of education hence, academic well-being.

In a literature review on the approaches to student well-being, they defined student well-being as “a sustainable state of positive mood and attitude, resilience, and satisfaction with self, relationships and experiences at school” (“Scoping study into approaches to student wellbeing”, 2009). Furthermore, Selligman, Gillham Reivich and Linkins (2009) claims that well being is an important concept in positive psychology and is needed to be seen as a core element of education. In basic terms, academic well-being refers to the students’ subjective well-being in terms of academics and is an important factor to consider in a school setting. In addition, subjective well-being includes four subscales namely academic satisfaction, academic efficacy, school connectedness, and college gratitude and can vary positively or negatively.

A study conducted in 2010 ​on the psychological distress in university students which compares their sample data on the general population data ​has found that the prevalence of psychological distress in university students was significantly higher compared to the general population and the students’ psychological distress was linked with low academic achievement (Stallman, 2011). A study in the U.K reported that factors namely academic work, poor work-life balance, financial issues, and administration issues impact most on the well-being of university students (A higher degree of stress: Academic well-being, 2011). According to Huang, Siu’s (2011) dissertation, academic performance covers various sorts of measures including GPA, honors and ranks, retention, intention as well as the current cumulative grade point average of the students. Subjective well-being clearly varies across certain demographic and social factors but only a few are recognized as to how it varies to factors specific to a college setting, such as academic workload and competition (Hunts, J., Eisenberg, D., 2010).

In summary, as an integral part of the academic life of college students, academic well-being is associated with academic performance. Concerning the relationship between academic well-being and academic performance, the researchers hypothesized that there is a statistically significant relationship between academic well being and academic performance. The positive relationship between psychological well-being and academic performance can be clarified using the self-determination theory of Deci and Ryan (1985) stating that self-determination theory is the satisfaction of fundamental needs is the primary main impetus of human inspiration (Gräbel,2017).

This study was made in order to see the relationship between the two variables in a different country, a different university with diverse cultures and beliefs. Conducting this mini-research was necessary in order to help Xavier University – Ateneo de Cagayan have a better understanding of their own students.

Participant

This research includes participants who are currently first-year students taking up either Bachelor of Science or Bachelor of Arts in Psychology; all of whom are currently enrolled at Xavier University – Ateneo de Cagayan. The total number of participants who responded was 89 students. The sampling procedure used in this study is the cluster random sampling, wherein the clusters or the blocks were picked randomly. In this case, sections that were randomly chosen were YA, YC, YD and XA and for each block, all students present were asked to answer the survey.

Measures

Academic Well-Being is assessed by the College Student Subjective Wellbeing Questionnaire (CSSWQ) catered to College students. According to Renshaw (2016), it is a 16-item 7-point Likert scale questionnaire measuring 4 scales of college well-being behaviors: a.) academic efficacy b.) academic satisfaction c.) school connectedness and d.) college gratitude however, for this study, we will be focusing on the overall college student subjective wellbeing composite scale which includes all the items in the questionnaire. In addition to that, it’s scale starts as 1 = strongly disagree, 2 = disagree, 3 = slightly disagree, 4 = neutral, 5 = slightly agree, 6 = agree, 7 = strongly agree. It will be scored by adding up all the participant’s answers and in this case the higher the score, the greater the level of the student’s subjective well being. A study was also made by Renshaw (2016), determining the psychometrics of the CSSWQ in which it’s sample are the current U.S. college students (N=401), its’ results stated that CSSWQ’s reliability analysis indicated that its scales had strong internal consistency with Cronbach’s ​α.80 and as for the validity, a concurrent validity analysis was used. The results stated that its subscales≥ have significant and positive relationships, it has a concentrated validity with a few areas of general prosperity and emotional well-being issues. Furthermore, this questionnaire is selected because our measure of well being is more on the academic aspects and it is catered to the general population of college students. In addition to that, it’s designed to be concise, and subjective that covers all the aspects of the positive psychology traits that represent the overall wellbeing of the college students. (Renshaw & Bolognino, 2014). Academic Performance is based on the latest cumulative QPI of the participants, the data was gathered through self-reporting by the participants.

Data Analysis

For this research, Microsoft Excel was the tool used for coding, encoding, and data cleaning. For the data analysis, the JAMOVI program was used; recoding was not necessary for this questionnaire according to Renshaw (2016). Moreover, for the data cleaning, answers with non-differentiation bias or straight-lining were excluded and questionnaires with unanswered items were filled by the average answer of that particular item. Descriptive statistics that were obtained included mean and standard deviation. After obtaining the statistics, the assumptions were met enough to conduct the parametric test. Thus, Pearson’s correlation was conducted to test the null hypothesis.

Result

After all the data gathering from all first-year psychology students, we obtained a total population of 93. However, after data cleaning answers with non-differentiation bias were excluded obtained a total population of 89. Further, referring to the table below, the participants have a high level of academic well-being with a score of 79.7 with a highest possible score of 103 and they performed very well on their academics obtaining a Q.P.I of 3.11 with a highest possible score for 4.00, wherein their Q.P.I is self-reported. For both variables; academic well-being and academic performance, the obtained standard deviation is close to the mean of the data set which implies that the data obtained does not change a lot. The effect size of 0.209 has a small strength of association. Thus, academic well-being and academic performance have a small association or relationship with each other. The small coefficient of determination suggests that its variation in academic wellbeing does not affect academic performance.

A Pearson product-moment correlation coefficient was computed to assess the relationship between academic well-being (M = 79.7, SD = 11.3) and academic performance (M = 3.11, SD = 0.305). There was a very weak, positive relationship between the two said variables, r = 0.209, n = 89, p ​≤ .05. This test result suggests that the higher the level of academic well-being, the higher the academic performance.

Discussion

The primary purpose of this study was to investigate the relationship between academic well-being and academic performance of first-year students taking up either Bachelor of Science or Bachelor of Arts in Psychology. Prior research states that with a more significant level of well-being regarding Positive Youth Development (PYD) abilities, for the most part, announced more prominent self-improvement and accomplished a much better GPA following 3 years of college study (Yu, Shek, and Zhu). However, Stallman (2011) stated that lower academic achievement mirrors the students’ psychological distress

A correlation was revealed between psychology major students’ academic well-being and academic performance, which proved our hypothesis. The study agrees with the idea of Yu, Shek, and Zhu, where a higher level of academic well-being also means higher academic performance. The majority of psychology major students have a high level of academic well-being and also have a higher academic performance. We see no difficulty in handling both academic well-being and academic performance as we speak about the population of interest. Even this is a positive result since the psychology students can even make it to the Dean’s list. This proven correlation can be further explained by Deci and Ryan’s (1985) self-determination theory wherein satisfaction of fundamental needs is the primary main impetus of human inspiration (Gräbel,2017).

Nevertheless, there may be factors affecting the very weak, positive relationship and its small strength of association between the two variables. In addition, the relationship’s variation or changes is that small to consider not affecting the variables. Accordingly, it suggests that its variation in academic wellbeing does not affect academic performance. As cited by A higher degree of stress: Academic well-being (2011), the aspects of university life impact most on their well-being involved factors related to academic work; poor work-life balance; financial issues and administration issues such as correspondence, timetabling and rooming. With that being said, those factors may be taken into consideration when we speak of academic well-being not having any relationship academic performance.

Stallman (2011) mentioned earlier, students’ psychological distress was linked to disability and lower academic achievement which supports our null hypothesis. This study shows the association of both variables with each other which is integral in the academic journey of the psychology students. All these things will aid the students in various academic outcomes and allow the students, the school, and everyone involved to be aware that students’ academic well-being directly affects their academic performance.

Conclusion

There is a correlation between academic well-being and academic performance among the first-year students taking up either Bachelor of Science or Bachelor of Arts in Psychology. The researchers assessed the relationship between the two variables which resulted in a significant, positive, yet weak relationship between the two factors. Therefore, based on the results of our mini-research, the greater the academic well-being of the students, the higher their academic performance.

To better assess the correlation between the two factors, the researchers suggest and highly encourage a wider scope of academic well-being and its different underlying factors which may include students’ preferences and standards in terms of their satisfaction with their grades, their academic interest, and academic stress level. The researchers also recommend including factors for academic performance such as the variety of participants in different courses in comparison to the average academic performance in each course. Lastly, future researchers may include factors for the participants such as their age and gender. To further expand the research, other factors such as psychological well-being in terms of emotions, family status, and financial status may be included.

Research evidence indicates that many schools have yielded to the pressure in more recent years to illustrate academic numbers and to address deeply troubling disproportions among students of different races and income levels. Mainly boosting academic achievement instead of building confidence in the students, which should be a top priority. Less obvious is the long-term effect of backing up this goal by focusing more attention and funding from these programs that have supported student health and well-being instead. In the past decade, studies and reviews have consistently recognized that student health and achievement are very connected. Self-esteem refers to an individual’s sense of self-worth, that is, the extent to which the individual values and appreciates himself or herself. This sense of worth results from individuals’ perceptions of how other people evaluate them. Given the influence of others’ evaluations on an individual’s own perception, self-esteem theory has been the basis of substantial research in tertiary institutions. Kwek, Bui, Rynne &Fung So (2013). All of this information has added up to the fact that meeting the basic needs of students, which include making sure that they are safe, drug-free, healthy, and resilient, is essential to promoting their academic performance and growing their resilience also.

So much of the latest hype on improving school performance has founded the execution of new standards and teaching exercises, other practices that focus classroom time on academics and raising scores. Many of these are crucial for improving academic performance, but not all students are able to benefit from these reforms. So many people go to school with an assortment of health problems that make successful learning difficult, if not impossible. All these efforts to improve academic performance have not only overlooked the role of outer school barriers to learning, but at times these efforts have come at the expense of programs that address these obstacles. Evidence suggests that many schools have cut back on useful programs and courses that address the health needs of students in order to concentrate more resources on instruction and test-taking skills. These changes are likely to be short term solutions and unproductive for students to overcome their barriers at home and at school, they will not grow any resilience and surely fall behind. Resilience is a positive psychology concept, focusing on human strengths that enhance mental wellness and optimal functioning rather than weaknesses and malfunctioning, Kotze’ & Kleynhans (2013).

Unfortunately, little attention is being directed toward removing health-related and circumstantially barriers to learning. Similarly, support has decreased for which efforts to create the conditions that promote students with an enthusiasm to succeed at school and a feeling of being connected to the school and other students, that’s essential for student motivation and long term success. Academic performance tends to be regarded as an indicator of the educational efficacy and quality, and poor results can only show that public expenditure in education is not producing the expected results. Ayala & Manzano (2018). Also there is a high rate of students who Resilience is inbuilt and not automatically there, it grows everyday with strength and willingness to succeed. Without it, many students would not complete any studies and allow outside barriers to interfere with their outcome.

Researching several articles and studies on resilience in academic performance, ranging from 2000 onwards. Basically, what was discovered, is what happens in a student’s life has a major effect on how they perform at university. Resilience can be learnt and can be implemented through educators and mentors. Many programs today, have helped form a base for students to lean on, from an educators stand point, more can be done at universities, to help students grow and succeed. From The years that have passed, education providers have learned more about how students cope with encouragement and less through punishment. Examples from a by-gone era, which can show us, capital punishment did not work and majority of those students failed out and most did not continue studying. There are considerable resources and interventions available for students today, with low academic performance and recently, educators have begun to tap into the power of resilience. Resilience, then, can be conceptualized as a process as well as a personal characteristic, Ahmed, (2015).

A growing number of research reveals resilience, is a key ingredient of social emotional learning, as being a crucial part of education. This refers to the capacity to succeed in school despite hostile conditions such as abuse. Academic resilience includes mechanisms such as confidence, well-being, and motivation, ability to achieve goals, have relationships, and manage stress. Research shows that academic resilience can considerably affect school and life outcomes for youth, including academic success, even for students who are faced with great hardship. Moreover, these skills can be learned, measured, and have lasting effects on academic performance. The most effective school-based strategies are those that pull on strengths students already possess, as well as areas where development may be needed. University inductees may be increasingly vulnerable to stressors during transition into higher education (HE), requiring psychological resilience to achieve academic success, Allan (2013).

Equivalently, in his Breaking Barriers study, Toldson, (2008) examined the social, emotional, and cognitive factors contributing to the academic success of African American males (n=6000). Four overarching components empirically linked to academic performance were identified: personal and emotional factors, such as emotional well-being and self-esteem; family factors, including household composition, parent’s education and relationship with their children; social and emotional factors, including economic standing and community involvement; and school factors, relating to their perceptions of school and relationships with teachers. Research has established that resilience can be taught, even students who considerably lack these skills. Researchers have concluded that everyone has a capacity for learning resiliency, and once recognized, these self-protective features can be improved and reinforced over time. Profiling the psychological resilience of inductees, which represents their capacity to adapt to new challenges, may help to distinguish prospective academic achievement and help all the groups interested in enabling new students to become assimilated into higher education, Allan (2013)

Many of the university’s efforts to improve academic performance have not only overlooked the role of outside barriers to learning but many times these efforts have come at the expense of programs that are made to mend these barriers.

Firstly, experiencing violence, abuse, and crime on campus can increase emotional and psychological stress which is experienced by students and which can then reduce academic performance by lessening students’ ability to concentrate and disburse energy on academic-related matters. Secondly, distress linked with exposure to crime, violence, bullying or teasing may unwittingly reduce learning time by causing students to stay home or cut classes, views of danger at school could also reduce student’s psychological commitment with university.

A second theory proposes that students become more likely to engage in unhealthy behaviours, such as drug use, and as a result of the frustration and distancing they experience due to poor school performance. A third explanation is that substance use and poor academic performance may not be uncommon. Instead, each may show that just one side of a more widespread inclination toward nonconformity and irregularity. Today, resilience is measured by “constitutional variables like temperament and personality, in addition to specific skills (e.g., active problem solving).”In today’s demanding college environment, resilience is critical. Consistent evidence suggests that stress impedes the academic performance of approximately a third of the college population, causing problems with sleeping and eating, physical ailments and anxiety and depression. Harley (2011)

It is instinctively obvious that violence, crime, antisocial behaviour, and other types of social inefficiency on a school campus can have opposing effects on student learning. Many studies show that bullying and violent actions in school settings have harmful penalties for students.

Policies and practices focusing mainly on increasing test scores while ignoring the main health needs of student, are most certainly to leave many students behind, and may actually destabilize a student’s learning and academic performance in the long run. Hanson (2003)

Introduction

Nowadays stress has become an important subject matter in analysis studies in academic circle as well as in our society. This analysis was conducted to check the impact of stress on students’ academic performance. Tutorial stress among students has long been a subject of analysis study and researchers have recognized completely different necessary stressors that embrace excessive assignments, unhealthy competition among category students, concern of failure in instructional accomplishment and lack of hard cash (Fairbrother & Warn, 2003). Poor social relationships in school or with lecturers, and family issues. Among Institutional level stressor area unit overcrowded lecture halls, (Ongori, 2007; Awino & Agolla, 2008), the semester system, and meager resources to perform educational work. Kumar and Jejurkar (2005) they describe that over in their studies that educational factors were chiefly chargeable for a better level of stress among college students. Students expertise stress thanks to totally different several factors together with problems with time management, monetary matters, interaction with lecturers, personal subjective goals, social behavior, adjustment within the educational culture lack of network (Wilks, 2008), admission method, high expectation of oldsters, syllabus comprised of complicated ideas, unsuitable faculty timings, unbalanced student-teacher quantitative relation, physical surroundings of room, unhealthy practice teacher interaction, arduous and quick rules of discipline, too several or complicated assignments, teaching methodology, unconcerned teacher’s angle and emphasis on weaknesses instead of acknowledging strengths (Masih & Gulrez, 2006). Educational stress arises once educational connected demands exceeds to those obtainable resources to a personal that he/she adapts. (Wilks, 2008). And this stress should not be unnoticed because it negatively affects the final adjustment of the scholars. (Hussain, Kumar, & Husain, 2008).

Misra and Castillo (2004) conducted a study, during which they finished that perception and reaction to fret is completely different in each genders i.e. male and feminine whereas a Jogaratnam and Chief Executive (2004) found a big distinction between male and feminine students on the time pressure issue of stress. Sulaiman, Hassan, Sapian and Abdullah (2009) studied that males and feminine students expertise completely different level of stress and a proof is also as a result of females are traditional probably to be emotional than males in reaction to their setting.

Academic performance is that the academic aim that’s achieved by a student, teacher or institution achieves over a selected time. the educational performance of scholars heavily depends upon the parental involvement in their educational activities to realize the upper level of quality in educational success. the scholars are quite emotional particularly females. they’re take stress in everything at college level. loads of issue that influence in their study like gift pressure, teacher’s perspective towards their study, home strictness, future and job tensions (Hussain et al., 2012).

Even as we delve into the core of the subject matter, sample attention needs to be accorded the proposal that, introducing successful coping strategies may help students to avoid the destructive consequences of excessive stress.

Body

According to Richlin-Klonsky & Hoe, (2003) stress arises once there are burden on the person that exceed his obtainable assets. If stress is harsh and extended, it will reduce tutorial performance, hinder with a student’s capability to involve in and raise field life, and lift the chance of abuse and different doubtless damaging behaviors.

Researchers usually defined that stress as the undesirable response folks have to be compelled to extreme strain or different kind of burden placed on them. Stress happens once someone take care of a state of affairs that they acknowledge as irresistible and can’t manage. In a sophisticated instructional organization like University (Smith, Johal, Wadsworth, Smith & Peters, 2000) wherever the load placed on students relies on point in time and problem to square call at tests or examination, students are at risk of expertise stress. According to Malach-Pines & Keinan, (2007); Ongori, (2007); Agolla & Ongori, (2009).; Agolla, (2009) explicit that have long recognized stress symptoms as loss of energy, elevated pressure level, depressed mood, increase in desire, problem in concentrating, impatience, nervousness and strain .

Objective of the Study

The objectives of present study were as follows-

• To determine the differences between high and low academic performing students sources of stress.
• To determine the sources of stress between pure and applied science course students.
• To determine the differences in the sources of stress between boys and girls

According to Agolla & Ongori (2009) stated that stress is considered to be a part of students’ life and can impact the students coping strategies in accordance with the demands of academic life. This is so because academic work is always accomplished with stressful activities.

Students reported their expertise of high educational stress at predictable times in every semester which ends up from getting ready and taking exams, category ranking competition, and mastering vast quantity of programmed in an exceedingly} relatively very touch of your time (Rawson, Bloomer, & Kendall, 1999). Among faculty students, a powerful relationship is found between disagreeable life events and reduced educational performance furthermore as there’s a link between health connected quality of life and stress (Dusselier, Dunn, Wang, Shelley & Whalen, 2005; Misra & McKean, 2000). college boy students explicit that stress was the foremost common measure among all health factors that impact their educational performance, as stress noxiously affects physical and psychological health (Dwyer & e. e. cummings, 2001). Wintre and Yaffe (2000) all over that top level of stress throughout the primary year of faculty forecast lower level of overall adjustment and may create the scholars a lot of vulnerable to several social and psychological issues, therefore resulting in a lower score average (GPA) within the final year. several studies have self-addressed this issue and it had been found that a lot of psychological issues, like depression, anxiety, and stress have an impression on the scholars educational action. Williamson, Birmaher, Ryan, and Dahl (2005) reported that in anxious and depressed youth, disagreeable life events at significantly elevated that successively result in low performed in lecturers.

Stress is considered to be a part of students’ life and can impact the students coping strategies in accordance with the demands of academic life. This is so because academic work is always accomplished with stressful activities (Agolla & Ongori, 2009). Students reported their experience of high academic stress at predictable times in each semester which results from preparing and taking exams, class ranking competition, and mastering huge amount of syllabus in a comparatively very small amount of time (Rawson, Bloomer, & Kendall, 1999).Among college students, a strong relationship is found between stressful life events and reduced academic performance as well as there is a link between health related quality of life and stress (Dusselier, Dunn, Wang, Shelley & Whalen, 2005; Misra & McKean, 2000). Undergraduate students stated that stress was the most common factor among all health factors which impact their academic performance, as stress harmfully affects physical and psychological health (Dwyer & Cummings, 2001). Wintre and Yaffe (2000) concluded that high level of stress during the first year of college forecast lower level of overall adjustment and can make the students more susceptible to many social and psychological problems, thus leading to a lower grade point average (GPA) in the final year. Many studies have addressed this issue and it was found that many psychological problems, such as depression, anxiety, and stress have an impact on the students academic achievement. Williamson, Birmaher, Ryan, and Dahl (2005) reported that in anxious and depressed youth, stressful life events are considerably elevated which in turn lead to low performance in academics.

Gunnar (1998), describe the reason of educational stress is that the anxiety and stress that comes from schooling and education. There’s often loads of compressions that comes at the side of following a degree and one’s education. there’s finding out preparation, tests, labs, reading, and quizzes. there’s the strain of doing all of the work, equalization the time and finding time for extra-curricular activities. tutorial stress is especially onerous on faculty students WHO square measure often living faraway from home for the primary time. Its study show that academics expect work to be completed on time. Students could miscalculate the number of your time it takes to complete reading and writing tasks, to print out replicas of their work. Stress and its displays, like stress, depression, and tension, have invariably been seen as a standard drawback among folks in different businesses and occupations. within the previous few times, the alarm has antecedently been motivated by the proliferation of books, analysis reports, well-liked articles and therefore the growing number of organized workshops, getting to teach folks the way to handle with this individuality.

Researchers area unit at random in their actions on this subject, in some cases associating and distinctive in others. whereas one will say that every stress issue has immediate effects, every may also have side effects. as an example, time pressure limits the time out therefor the success of a specific task. This limit may be a physical limit that doesn’t need psychological rationalization to sympathize with its immediate effects on achieving performance. This limitation, however, often causes AN emotional reaction, as an example nervousness that has aspect effects or indirect effects on success. Given the hassle or unravelling these 2 extensions and deficiency during which this was tired the most literature (Trockel et al., 2000)

Whitman et al., (1985) cites nerve-racking events will be appraised by a personal as ‘challenging’ or ‘threatening’ (Lazarus 1966). once students appraise their education as a challenge, stress can bring them a way of ability Associate in Nursing an enlarged capability to find out. once education is seen as a threat, however, stress will elicit feelings of helplessness and a foreboding sense of loss. A critical issue regarding stress among students is its result on learning. The Yerkes-Dodson law (1908) postulates that people beneath low and high stress learn the smallest amount which those beneath moderate stress learn the foremost. A field study and laboratory tests support the notion that excessive stress is harmful to students’ performance. a number of the explanations why students understand stress area unit time pressure and therefore the got to perform well within the exams (Erkutlu & Chafra, 2006). Other reasons why stress will occur area unit the worry of educational failure (Kolko, 1980) too several assignments or the competitions with different students (Fair brother & Warn 2003). Mainly the period before the exams is perceived as extremely nerve-racking by students (Nandamuri & Ch, 2011).Stress ends up in a prejudicial educational performance at the university (Sloboda, 1990). Bennett (2003) reports an identical finding in his study and points out that stress is considerably correlate with poor educational performance. Elias, Ping & Abdullah, (2011) mentioned that studies show that particularly college boy students need to handle the potential negative effects of stress concerning their educational achievements. (Cited in Rucker 2012).

As cited in Pfeiffer (2001), there are several studies (Schafer, 1996; Fisher, 1994; Altmaier, 1983; polyglot & Valletutti, 1980), that have rumored robust relationship between stress and college students. Some people square measure a lot of sensitive to thus stressors than others; so, the person’s characteristics and behavior patterns should be checked out to work out their importance and their vulnerability to fret. The expertise of stress in humans is universal, however there square measure also marked individual variations in however stress is old. Stress has been known “to be the fuel the body uses to fulfill the challenges of our fast fashionable life; for others, it is the aversive by-product of such a life” (Altmaier, 1983). Stress has been related to major life events, everyday life hassles, and changes in life. Stress is made by excessive environmental and internal demands that require constant effort and adjustment. One vital issue to contemplate when researching stress is to explore that sources of stress square measure helpful and that sources square measure detrimental (Ross et al., 1999). Some people square measure a lot of sensitive or susceptible to some stressors than others. Stress is caused by environmental and internal demands that need to be adjusted continuously. These environmental and internal demands will vary from person to person. In 2006 NIMHANS study says 5,857 students committed suicide owing to exam stress. As cited in Petroff (2008) stress had a negative impact on academic success among college students (Andrews & Wilding, 2004; De Meuse, 1985; Shields, 2001; Struthers et al., 2000). Therefore the present study examined the sources of stress among college students in relation to academic performance, discipline/ course and gender in Bangalore city.

Discipline is the key to attain and achieved our goal’s in life. We as a future educator’s, discipline and academic performance are the core in today’s education. While in student’s learning, discipline has a ver important role in the life of every individual, by being well-disciplined we can encourage everyone to be disciplined as well. Discipline also helps us to become a better version of our selves and it can help us to be a better person in this world. However, indiscipline students is one of the major problem in every school today. Disruptive behavior is one of the concern in school’s and parent’s and to the fellow students whose education may be affected. This article was carried out to establish the relationship between the teachers, school’s discipline and the academic performance of students.

Discipline is the right way of doing things in well a behaved manner. It needs a control over the mind and also our body. Some person has the natural property of self-discipline however somebody has to develop it inside them. Discipline is also the ability to control on our feelings and do right thing at right time as well as overcome the weaknesses of every individual. Life without discipline is incomplete and unsuccessful. In this world we need to follow some rules by respecting our elders and also the seniors.Discipline in academic performance of the students is one of the most important key in education. Students must know the importance of discipline into their academic performance and how can influence it into their studying. Why we need to become disciplined? Discipline helps everyone to achieved their goals in life and it will lead to a better future of every individual. A well mentained disciplined person can encourage everyone to be disciplined as well. Being an educated and disciplined person, we as an individual need to show the positive impact of being a well disciplined to other students for them to know how important discipline in the life of every individual.

Discipline is a self-improvement practice. In other words, discipline is vital for students’ academic performance (Njoroge & Nyabuto, 2014). Lack of discipline is called indiscipline. Among students, according to Ali et al., it is any form of misbehaviour which a student can display in several ways (disobedience, destruction of school property, poor attitude to learning, immoral behaviour, drug abuse, stealing, lateness, truancy, dirtiness, being quarrelsome, use of abusive or foul languages, rudeness, gangstarism or cultism). According to this study only two types of discipline were investigated: positive and negative discipline as identified by Umba (1976), Bull 1969) and Okumbe (1998). The first type, positive discipline is sometimes known as self-discipline. Self discipline is the kind of discipline that comes from the aims and desires that are within the person, where there is no element of fear (Umba, 1976:8). Okumbe (1998:116) relates positive discipline with preventive discipline, providing gratification in order to remain committed to a set of values and goals. It is encouraged self-control, individual responsibility in the management of time, respect of school property, school rules and authority, good relationship between students and teachers. In support of what the educators say, Kruger (1996:16) emphasises that even learners with appropriate abilities who are appointed in leadership positions, still need training so that they can perform their tasks effectively. Naidoo and Potterton (1994:6) also declare that positive behaviour can be developed if educators respect their learners and have positive human relations.They state that empathetic educators are those who are respectful to their learners and create an atmosphere in the classroom which allows learners to be actively involved, thus stimulating problem solving.

Acording to Gitome et al., Where there is good disciplie, there is improved academic performance. Academic performance is the measured ability and achievement level of a learner in a school, subject or particular skills. Discipline means a form of discipline appropriate to the regulation of students and the maintenance of order in the school.Living in this world, we all know that teachers have a simple job in this world. Their job is to teach student’s, to share their knowledge to us and to make sure that we will become a professionals in the future some day. Therefore, no matter what are and how ugly you are indeed you are intelligent in all things. Apparently, biblically we are all equal and every one have their own uniqueness. It defines a lot,respecting you whatever is your gender or indentity. But as I’ve noticed right now some students are didn’t respect their teachers and some students are so disrespectful. Why do some student’s show indiscipline behavior to their teachers? And how can influence the discipline in the academic performance of a students?

The purpose of this article is to inculcate discipline to the students who are violating the rules and regulations of the school. Having a school discipline is very important because the aim of this is to create a safe and happy environment in every classroom. When a teacher is unable to maintain order and discipline in the classroom, students may become unmotivated and they will become rebellious person.

As a daughter and student we are always taught to respect the elders and people in the authority. Like in school we shoul respect our teachers and alsothe administrators of the school. However, I’ve noticed that some students today disrespect their teachers. Students are going to school ro learn and also to gaine more knowledge and also to share. Living in this 21st century, phones are one of yhe big problem in the academic performance of the students. Especially. During the discussion,some students are not paying attention to the teacher who are in front of the class. It is one sign of disrespecting the teacher’s or indiscipline behavior of a student. The influence of the discipline in the academic performance of student’s is they will become well-discipline and they can achieve their goals in life by having discipline in their self and also to others.And if you have discipline in yourselves then you have the ability to behave and controlled manner, it help us also to get higher grades in our academic performance. It gains also respect to others and into yourself. The advantages of being well disciplined is you will becomce selective, independent,organized and also a motivated person. It creates also good image of the school and also to prepare learner’s for their future. Discipline also allows the students achieve their goals in life better. While the disadvantages is the children will become rebellious especially the teenagers. Strict rules without equal love and affection can trigger and rebellious behavior. Rebellious behavior, low self-esteem and anger, a supportive parents give a sense of love. On the other hand, a parent who demand perfections and strict punishment can have a opposite effect to the children. The effect of this is they feel unlovable and also stupid or so unworthy. Therefore,disciplinarians must carefully balance between love, affection, gentleness, discipline and enforcement.

In conclusion, discipline is a good to ys because it builds our character and make us learn things in a positive way. It is also the essential part of everyone’s life. Nobody can become successful in life without discipline in their selves. In today’s world, discipline is very important and powerful thing in life. We as a future educator’s we need to become a role model to other students not only for students but also to others for them to adapt the positive way of being well disciplined person. Discipline gives us consistency as a student. It gives also structure not only for the classroom but also in our everydays lives and for our futures.The benefits of discipline in the life of students is the academic performance will improved and also this is also the foundation of being selective and independent person. Students should be aware on the importance od discipline into their academic performance.To attain our goals in life it is very important to stay discipline. By staying disciplined, it helps us to become motivated students and we will achieve all the imposible things turn into possible things. Discipline have a very important role in students life as it is learning stage so as to live better and dignity the rest of their lives. We as a student’s it can help us to achieve goal’s in our life and as we will become successful person someday we will always include the importance of discipline in our learning. To achieve all the goal’s in our life, discipline is the key to become a successful person in the future. ‘Enhances and encourage student’s motivation’. We can’t deny the fact that in the life of being a student’s is not always easy. But through motivation and having a discipline in our selves will lead us to a better person and to achieve our goal’s in our lives. And by staying disciplined it will keep our motivation fire burning nd can help us to get the best out of education. A well disciplined student’s can become a good example to other’s to follow. Disciplined student’s serve as athe role models for their classmates or in other’s,but instead of wishing to be like them,we should instill the same self discipline in our selves. In this article, the impact of discipline in teaching and learning process is, it can eliminates stress from student’s life,it is one of the prominent impacts that discipline has on the learning process. It is very important to every student’s to have a set routine to avoid hustle things in their lives. It can help us also discipline by maintaining and following the daily routine properly. In students learning also helps to get better grade’s. In individual’s life, it is very important that we will be well-disciplined at all times. Because, by being well-disciplined person can be able to spend more time in studying. And by studying more time the better grades will become. Discipline can also mould’s student’s character because a positive attitude towards studies and in life is the inherent benefit derived from being disciplined.’The most essential thing is not knowledge but character’.

References

1. Blandford, S. 1998. Managing discipline in schools.
2. Kruger, A.G. 1999. Managing the school as an organisation (MEDEM5-U). Tutorial Letter I 04/I999. Pretoria: University of South Africa.
3. Naidoo, M. & Potterton, M. 1994. To beat or not to be: towards alternative forms of discipline in the school. Transvaal Educational News, 92(2):6-7.

Introduction

Sleep is a fundamental physiological process for human survival and health; however, its common deprivation is an increasing area of concern for many students. Studies have demonstrated the significance of sleep for daily cognitive function, as it strengthens the synaptic connections made during the day, storing information for long-term use.

However, with constant academic pressures, paired with students’ social pursuits and numerous extracurricular activities, sleep deprivation of adolescents is a common issue that ultimately affects their academic performance in school or university. Studies conducted by Woolcock Institute of Medical Research show that 70% of Australian students are sleep deprived due to technology, with already 40% affected by intake of at least 2 caffeinated drinks a day (Sealy Australia, 2020). With the many distractors present in our modern era, students are struggling to find the time for the necessary eight hours of sleep.

This paper will explore the relationship between negative sleep patterns and the academic performance of students, delving into the body’s response to sleep and how it is crucial students get enough sleep to aid their memory, concentration and mental wellbeing.

The Mechanisms Behind Sleep and their Importance

Adolescence is a time of physical, social and cognitive change, where students are constantly challenged with new knowledge and surroundings. In the transition from childhood to adolescence, the tendency to stay up later at night is evident, supported in studies measuring the timing of melatonin secretion in the circadian system. Studies have demonstrated that there is a biological phase delay in melatonin secretion that is associated with puberty, other than solely psychosocial or environmental factors, causing delayed sleepiness (Maheshwari & Shaukat, 2019). Despite this shift, the need for sleep is crucial for all ages, and a well-regulated circadian rhythm can benefit not only the academic performance, but general health and wellbeing of all students.

The stages of sleep and their relationship to memory has been studied for decades. According to Harvard Medical School’s Division of Sleep, the formation of long-term memory can be categorised into three steps; ‘acquisition’ being the introduction of new information, ‘consolidation’ being the process of stabilising memory, and ‘recall’ being the ability to access our conscious or unconscious for these stored memories (Harvard Medical School Division of Sleep, 2007). While the exact mechanisms connecting sleep, memory and neuroplasticity are unknown, many researchers suggest that special brainwave characteristics for different stages of sleep impact the formation of particular types of memories (Harvard, 2007).

REM is a stage of sleep characterised by rapid eye movement, increased respiratory rate and vivid brain activity involved in dreaming. It is hypothesised to be responsible for the ‘acquisition’ of knowledge, especially important for declarative memory. Declarative memory refers to the retrieval of fact-based information; a relevant quality in any subject. This was evidenced in a study involving students undertaking an intensive language course, where an increase in REM sleep was observed (Harvard, 2007). Slow-Wave-Sleep (SWS) is the deepest phase of restorative sleep with slower brainwaves, important for non-declarative memory, such as procedural or motor memory. SWS is proposed to “downscale synaptic weights to avoid saturation in memory networks” (Cousins & Fernandez, 2019), hence allowing space for storage of new information. Thus, both REM and SWS phases of sleep play important roles in memory.

Reinforcement at the cellular synaptic level ensures newly formed memories are not easily forgotten. This process is controlled by regions of the brain, known as the hippocampus and neocortex. The hippocampus, located in the temporal lobe of each cerebral cortex, compilates an individual’s experiences and learned information from different areas of the brain. The hippocampus temporarily stores this information, before sending it to the neocortex during sleep. The neocortex is involved in high-order brain functions, such as sensory perception and motor command, and is responsible for gradual accumulation of knowledge, building upon existing experiences and understandings (Cousins & Fernandez, 2019). It is the connection between the two brain regions that promotes ‘recall,’ where stored information can be retrieved upon internal or external cues.

The Consequences of Sleep Deprivation on Memory and Daytime Concentration

Lack of sleep affects students’ function in all aspects of their lives, however particularly in memory and daytime concentration. While sleep deprivation inhibits ‘consolidation’ of knowledge at night, it also impacts the subsequent day of learning. Students will be unable to understand and memorise content to their full capacity, thus affecting ‘recall’ in the future.

A study performed by Harrison and Horne, involving temporal memory, tested subjects to remember two separate sets of faces after a night of total sleep deprivation (Harrison & Horne, 2000). While the recognition of faces was unaffected, the ability to sort the faces back into their sets was impaired. Further, the administration of caffeine to did not improve the results, thus proving that memory cannot be amended through wakefulness stimulants.

Similar deficit was found when testing visual, contextual and emotional memory, where a study tested participants’ memory to recall the order of events in film clips, after watching them in total sleep deprivation (Tempesta et al., 2016). While the previous study was performed immediately after sleeplessness, the memory tests in this study were done after 2 nights of recovery sleep. Still, a 15% reduction in memory was found, thus demonstrating that knowledge learnt under sleep deprivation affects its ‘acquisition,’ leading to ineffective ‘consolidation’ for future use (Tempesta et al., 2016).

Whilst the previous two studies tested ‘recall’ from a single sleepless night, further studies were performed with subjects undergoing several nights of sleep deprivation. After only 4 nights of 5-hour sleep, the capacity to learn detailed factual information was reduced by 26% (Cousins, Sasmita, & Chee, 2018). Within the 5 hours of sleep, the brainwave diagrams had depicted that SWS phase had been entered, however REM sleep duration was significantly reduced (Cousins et al., 2018). This demonstrates that the memory consolidation capacity under SWS alone is much weaker than that of SWS and REM sleep combined, thus short sleep durations for extended periods of time greatly affects the memorisation of detailed information. Following insufficient ‘consolidation,’ the ‘recall’ of wrong information is increasingly common, thus has negative effects on our academic performance.

Lack of Sleep Affects Academic Performance

The consequences of lack of sleep on academic grades were explored in a comparison between undergraduate medical students at the University of Karachi who had subjectively poor sleep quality and good sleep quality. The 512 students who experienced poor sleep quality had a mean GPA of 2.92 ± 1.09, compared to the 285 students who experienced good quality sleep who had a mean GPA of 3.31 ± 1.49 (Maheshwari & Shaukat, 2019). It was found that “most students with lower average GPA reported very bad subjective sleep quality, had a sleep latency of 16-30 minutes, sleep duration of less than 5-7 hours, sleep efficiency of 75%-84%, and experience daytime dysfunction almost every day” (Maheshwari & Shaukat, 2019).

While the above study explored the direct association between sleep and GPA, further studies delve into the importance of extended periods of quality sleep throughout the semester, rather than erratic nights before important dates. Okano’s study compared students achieving good quality sleep of 7-8 hours a night for a month leading up to an exam, as opposed to only the night before the exam. The study did not find any additional benefit for extended sleep duration the night before the exam. However, it was discovered that “both longer sleep duration and better sleep quality over the full month before the midterm were more associated with better test performance” (Okano, Kaczmarzyk, Dave, Gabrieli, & Grossman, 2019). This reinforces the importance of continued quality sleep while the examinable topics are being taught in order to successfully consolidate the information.

Educating Students About Quality Sleep

Spreading awareness about the importance of quality sleep is crucial in guiding students towards healthier lifestyles. The effectiveness of sleep education was tested to a group of control and intervened students at the University of Michigan. The intervention involved a personalised online sleep education website “Sleep to Stay Awake,” taken over a course of 8 weeks (Hershner & O’Brien, 2018). The study showcased improved sleep knowledge and encouraged sleep-related behaviour among the intervened group of college students. Additionally, the distractors for sleep, such as electronics, were minimised, and students had less frequent night study sessions, leading to a more regular sleep-and-wake schedules (Hershner & O’Brien, 2018). Thus, the education of personal wellbeing prompts students to reconsider their lifestyles and view studying and sleep of equal importance if they are to achieve to their full potential.

Conclusion

While the waking brain specialises in ‘acquisition’ and ‘recall’ of information, the sleeping brain provides the optimal conditions under which knowledge ‘consolidation’ can occur, strengthening neural connections for long-term memory storage (Cousins & Fernandez, 2019). Alongside memory, the daytime concentration of students who were sleep deprived was greatly reduced, and their capacity to learn both detailed-factual information and visual images was impaired. As explored in this paper, both the qualities of memory and concentration are crucial to the academic performance of students, thus must be continually reinforced to students in educational settings. Daily quality sleep is an essential aspect of a healthy lifestyle, where its positive effects will stem into all areas of life.

Abstract

One of the hottest and most popular methods in applied Machine Learning is Ensemble methods. Ensemble combines predictions from different models to generate a final prediction with better performance than any other single model. The research focused on the implementation of Ensemble method for predicting student academic performance based on their personal characteristics, family background, infrastructural environment in the college and external environment, etc…Our study uses RandomForestClassifier, Logistic Regression, and ExtraTreesClassifier as the Base Learners and AdaBoost Classifier as the Meta Learner. This result helps in predicting the accuracy of students’ academic performance and also in identifying the poor performers, so that early measures prior to final semester examination can be deployed.

Introduction

Education is very important for the overall development of the nation and even it decides one’s status. Three focal areas of the education are: – Learners, Learning processes and Learning situations. The academic class is generally not homogeneous but heterogeneous (Kaviyarasi R, 2018). In our earlier education systems, the responsibilities of educators were limited only with teaching the lessons in the classroom alone. But today, the teachers’ contribution should be in overall improvement of the students. Hence it is the responsibilities of the academic institutions to provide proper guidance to the students’ for choosing the right carrier according to their abilities and aptitudes, so that they can achieve success and obtain personal satisfaction in their life (R. Kaviyarasi, 2018). Academic Institutions have severe competition among one another, trying to attract the student who will successfully pass through the educational process and making efforts to handle with student retention. Also the educational institutions are very often forced to take quick decisions, therefore timely and high quality information of student is needed (Kabakchieva, 2013). The Educational Data Mining deals with developing new models to explore the data originating from the educational environments. Also through those methods students’ are provided with better understating and learning process. The Educational Data Mining researchers set many goals for their research. Few are listed below: i. Predicting students’ future academic performance, ii. Analyzing the factors that characterize the performance of students’ learning iii. Studying the effects of different kinds of educational support that can be provided by learning software, iv. Advancing the scientific knowledge about learning and learners. The users and stakeholders of EDM are: i. Learners, ii. Educators, iii. Researchers, iv. Administrators.

Student academic performance is one of the important factors in building their future (Parneet Kaura, 2015). Many factors determine the level of academic performance of the student and some of them are listed here:-

• Student abilities and their personal characteristics
• Faculties abilities and their personal characteristics
• Level of interaction between students and faculties
• Infrastructural facilities available in the college
• External environmental influences on the students’

With the Data Mining techniques, we can discover the hidden factors that affect the students’ academic performance as well as we can predict the student performance as early as possible. In previous work, the hidden factors that affect the students’ academic performance were identified using the Extra Tree Classifier model.

Thus, this paper is organized as follows. Section 2 gives a discussion about Stacking. Section 3 presents some of the related work in the area of Educational Data Mining. Section 4 describes the methodology proposed. Section 5 presents the results obtained. Finally, Section 6 outlines the conclusions.

Stacking

Stacking, an ensemble learning technique is a way of combining multiple models that minimizes the generalization error rate of one or more generalizers. It is used on both supervised learning and unsupervised learning tasks. Base learners and Meta learners are two types of learners in Stacking. Both are the normal machine learning algorithms like Logistic Regression, Naïve Bayes, Knn, Random Forests, SVM, etc. Stacking can also be used on a single generalizer to improve that (Wolpert, 1992). Here based on a complete training set, the base level models are trained, and then the meta-model is trained on the outputs of the base level model as features. Often stacking ensembles are heterogeneous because the base level model consists of different learning algorithms. The Stacking has the following steps:

1. Split the training set into two disjoint sets.
2. Train several base learners on the first part.
3. Test the base learners on the second part and make predictions
4. The predictions from the base learners are used as features to build a new model i.e a higher level learner or meta level learner.
5. This model is used to make final predictions on the test prediction set.

In stacking, the combining mechanism is that the output of the classifiers (Level 0 classifiers) will be used as training data for another classifier (Level 1 classifier) to approximate the same target function.

Related Work

(Eduardo Fernandesa, 2019) created Classification models based on the Gradient Boosting Machine (GBM) to predict academic outcomes of student performance at the end of the school year for each dataset and the results showed that, though the attributes ‘grades’ and ‘absences’ were the most relevant for predicting the end of the year academic outcomes of student performance, the analysis of demographic attributes reveals that ‘neighborhood’, ‘school’ and ‘age’ are also potential indicators of a student’s academic success or failure.

(Raheela Asif, 2017) used Data Mining methods to study the performance of undergraduate students. In this work, two aspects of students’ performance have been focused, first predicting students’ academic achievement and next, studying typical progressions and combining them with prediction results. Low and high achieving students are two important groups of students identified in this work. The results of this study proves that by focusing on a small number of courses that are indicators of particularly good or poor performance, it is possible to provide timely warning and support to low achieving students, and advice and opportunities to high performing students.

(Mudasir Asharf, 2018) made an attempt to investigate pedagogical dataset through more effective ensemble classifier viz. stackingC. Primarily in this study, researchers made a comparison among meta and base classifiers with the intent to examine which classifiers are finest for making predictions in educational backdrop and it was observed that meta classifier viz. stackingC performed with outstanding performance of 95.65% and, among three base classifiers random forest achieved prediction accuracy of 95.76%. In case of base learners, j48 among other classifiers attained admirable accuracy of 92.98%. The Meta classifier viz. stackingC, after subjected to methods of under-sampling and oversampling, attained unprecedented prediction accuracy of 95.96% and 96.11% respectively.

(Thakaa Z. Mohammad, 2014) discusses the clustering of elementary school slow learner students behavior for the discovery of optimal learning patterns that enhance their learning capabilities. In this paper, the development stages of an integrated E-Learning and mining system are briefed. The results show that after applying the clustering algorithms Expectation maximization and K-Mean on the slow learners’ data, a reduced set of five optimal patterns list (RSWG, RWSG, RWGS, GRSW, and SGWR) is reached. Actually, the students followed these five patterns reached grades higher than 75%.

Proposed Methodology

This research is based on the methodology traditional cross- Industry Standard Process for data Mining (CRISP- DM). CRISP-DM provides a structured approach for planning a research in Data Mining. The six phases in the CRISP-DM is shown in Fig.1 and explained below (Chapman, 2000):

1. Business Understanding.The first phase focuses on understanding the objectives of the research and requirements from the business perspective, then convert this knowledge into the data mining problem definition to achieve the problem objectives. In this phase, we used student database which is composed of several attributes related to each student, such as personal details, academic background details, internal assessment details, etc., From this dataset, we defined the research goal – to minimize the failure rate of students in the final semester examination as well as finding the factors behind their performance.

2. Data Understanding. Data understanding process includes collecting initial data, describing data, exploring data and verifying the data quality. In this phase, we made an analysis on the factors that are affecting the students’ academic performance. In this phase, we have conducted an analysis covering 45 variables namely: Student’s accommodation- Home, Hostel; Taking Care by- Parents, Guardian; Living Location- Town/City, Village; Parental Status-Both, Only one; Parent Cohabitation Status-Living together, Apart; Fathers Education-Educated, Un-educated; Fathers Job-Private, Government, Own Business; Mothers Education- Educated, Un-educated; Mothers Job- Private, Government, Others; Family size- Less than or equal to 4, More than 4;10th grade- More than 70%, Less than 70%;12th grade- More than 70%, Less than 70%; Medium of study – English, Tamil; School- Private, Government; Secondary syllabus- State Board, CBSE; Group at Secondary- First Group, Others; Any Part Time-Yes, No; Study Interest-Yes, No; Reason to choose this college- College reputation/Course Preference, Others; Travelling way- College Vehicle, Private Bus/ By walk/Others; Travel time- Less than 1 hr, More than 1 hr; Have mobile-No, Yes; Student Using Mobile-Others, Own; Computer/laptop at home-Yes, No; Net access-Yes, No; Social network id-No, Yes; Study hours- More than 1 hr, Less than 1 hr; Past arrears- Yes, No; Extra college support- Yes, No; Extracurricular activities- Yes, No; Extra paid classes- Yes, No; Going outings- Yes, No; Alcohol consumption- Yes, No; Health status-Good, Bad; Any learning disabilities- Yes, No; Place to study- Yes, No; Guidance- Yes, No; Care at home- Yes, No; Interest in course- Yes, No; Attention in class- Yes, No; Quality of study materials-Good, Bad; Attendance percentage- More than 75%, Less than 75%; Semester percentage now- More than 75%, Less than 75%; Internal test 1-Pass, Fail ;Internal test 2-Pass, Fail.

3. Data preparation. All activities needed for constructing the final dataset from the raw data can be covered in this phase. Selecting Data, Cleaning Data, Constructing Data, Integrating Data and Formatting Data can be carried out here. The variables of the dataset were built in order to be used in next phase models. The goal of this work is to predict the students’ academic performance by considering the various factors related to students. Thus the key idea of this phase is to build student dataset, in which it contains personal, social, family background details, academic details, etc.., From our previous work, the high potential factors are identified and listed in the Table 1 (Kaviyarasi R, 2018).

4. Modeling. Selecting Modeling Techniques, Generating Test Design, Building Model and Assessing Modeling are the various phases in the Modeling. In this paper, we have chosen the stacking generalization algorithm that produces a predictive model. Here we uses RandomForestClassifier, Logistic Regression, and ExtraTreesClassifier as the Base Learners and AdaBoost Classifier as the Meta Learner.

5. Evaluation. The key ideas of this phase are evaluating results, reviewing process and determining the next steps. Also it evaluates if the generated model solves the problems that have been raised in the Business Understanding phase.

6. Deployment. Depending on the requirements, the deployment phase can perform deployment plan, monitoring and maintenance plan, produce final plan and report or implementing the data mining process throughout the enterprise. Here the CRISP-DM phases are organized, structured, defined and well documented except the deployment phase, which will be the next work.

5. Results In this section, we will discuss the results obtained in few phases of the proposed methodology: data understanding, data preparation and evaluation.

In the Data Understanding and Data Preparation phase, we have taken forty five attributes that are related to student personal details, family details, educational details, etc…Among these, the high potential factors that affect students’ academic performance have been identified. Next, we used RandomForestClassifier, Logistic Regression, and ExtraTreesClassifier as the Base Learners and AdaBoost Classifier as the Meta Learner. Using stacking, we done predicting analysis students’ academic performance and identified the poor performers, so that early measures prior to final semester examination can be deployed.

Conclusion

This paper presented a methodology for analyzing the predictive academic performance of college students. The proposed methodology is based on CRISP-DM and employed a dataset which contains the students’ profile details associated with their internal examination details. Initially, we have identified the high potential factors that affect students’ academic performance. Moreover, the attributes identified here as relevant factors in whether a student can pass or fail at the semester examination can improve the efficiency of educators support for the student body. This added support can especially benefit students with learning difficulties, thus increasing their chances of passing at the semester examination and reducing the failure rate in general.

Introduction

The purpose of this study is to gather information about perceived stress undergraduate college students have and how it affects their perceived academic performance. Recognizing causes of stress could help students to mitigate stress and perform better academically. How does the amount of perceived stress on undergraduate college students affect their perceived academic performance?

Literature Review

Sharmila, (2017) found that “A focus on student’s needs & problems can help to prevent the harmful effects of stress on Academic Performance” (pg. 138). This helps to support the idea that students could perform better academically if they lower the amount of stress they have. In a study done by Frazier, Gabriel, Merians, Lust (2017) they surveyed 8,997 students from mid-western colleges. “The majority (72%) of the sample reported experiencing stress and stress was also most likely to be perceived as affecting academic performance (32% of sample) out of the 20 factors assessed” (pg. 565). This data shows that about 32% of college students perceives that stress is an impediment to academic performance. In another study Peer, Hillman, and Hoet (2013) state “other individuals reported that their mental health was negatively affected by stress. Collectively, the following descriptors were used by this group to describe the effects of stress on their mental health: irritability/anger management difficulties, depressed mood, anxiousness/ nervousness, hopelessness, concentration difficulties and social isolation” (pg. 94). This information shows that stress has a negative impact on college students. Lazarus’ Theory of Stress suggests stress is experienced when a person perceives that the “demands exceed the personal and social resources the individual is able to mobilise” (Lazarus 1966). This suggests that students tend to get stressed when things are perceived to be too much to handle.

Methods

The sample size of this study was 28 students from Montana Tech who were enrolled in a psychology class. This was a quantitative study using a multiple-choice survey. The survey listed five possible ways to choose an answer to a question. These options were, never, almost never, sometimes, fairly often, and very often. The options were then correlated to numerical responses 1-5 so the mean of the results could be calculated. The surveys were distributed during a psychology class. All human subjects were protected during this study, and all University of Montana/ Montana Tech Institutional Review Board Guidelines were followed. This pilot study includes participants age 18 or over with no participants under the age of 18. All participants had a choice to participate or not to participate in the survey.

Results

This study sought to determine if the amount of perceived stress an undergraduate college student has affects their perceived academic performance. The results of this survey indicate that the more perceived stress a student has the lower their perceived academic performance is. The results of the survey are summarized in Table 1 below. The table contains the means of results for different questions answered on the survey correlating to the responses of never, almost never, sometimes, fairly often, and very often. The means are then categorized into letter grades of A, B, C, D, and F for perceived academic performance.

Discussion

This study has shown students who have high amounts of perceived stress don’t have a high perceived academic performance. This information correlates with Sharmila’s (2017) study “Impact of stress factors on college student’s Academic performance” (pg. 136). That college students would perform better academically if they could lower the amount of stress they have. (Sharmila 2017). The participants who reported they typically get A’s and B’s still reported having stress. Peer, Hillman, and Hoet (2013) found that “As was found in this study, some students struggle with stress management and feel the negative effects of stress, whereas others seem to thrive under stressful situations” (pg. 97). This evidence shows that all students deal with stress differently. This is a pilot study, and the results here cannot be generalized to the population. The results are however an accurate representation of this sample.

Conclusion

According to the results of this study, college students at Montana Tech could achieve better academic performance if they reduce the amount of stress they have. Further studies should be conducted to understand the methods and stress mitigation techniques of students who perform well academically. With more research Montana Tech can ensure the academic success of more students.

References

1. Frazier, P., Gabriel, A., Merians, A., & Lust, K. (2018). Understanding stress as an impediment to academic performance. Journal of American College Health, 67(6), 562–570
2. Gazzaniga, M. S., (2014). Psychological science. New York: W.W. Norton & Co.
3. Lazarus, R. S. (1966). Psychological Stress and the Coping Process. New York, NY: McGraw-Hill.
4. Peer, J. W., Hillman, S. B., & Hoet, E. V. (2015). The effects of stress on the lives of emerging adult college students: an exploratory analysis. Adultspan Journal, 14(2), 90–99
5. Schwartz, J. A., & Beaver, K. M. (2014). Making (up) the grade? estimating the genetic and environmental influences of discrepancies between self-reported grades and official GPA scores. Journal of Youth and Adolescence, 44(5), 1125–1138.
6. Sharmila, S. (2017). Impact of stress factors on college student’s academic performance. International Journal of Advance Research in Computer Science and Mangement Studies, 5(1), 136-139.