Stress is critical in determining the academic performance of college students. The article will provide a detailed association of stress and academic achievement among students of California State University. Academic achievement encompasses students’ performance outcomes that portray the extent to which they have attained specific goals. The accumulative indicator of an academic achievement includes the degree or certificate that the student gets upon completion of the course. Academic achievement acts as a research focus due to its individual and societal importance. As a diverse society, the educational system of the United States consists of a population from different backgrounds. The projected rate of school-based population from immigrant families is expected to increase to 30% by the year 2015 (Mistry, Benner, Tan & Kim, 2009). In addition, students succeed in colleges if they cope with constant demands of exams. For instance, in the case of developmental programs, only 27% of students in a mathematics course get bachelor’s degrees (Jamieson, Peters, Greenwood & Altose, 2016).

The effect of stress on the academic outcome is well documented. A lower socioeconomic status is a concern for most students since they end up developing stress that adversely affects them academically. According to Mistry, Benner, Tan and Kim (2009), the family economic stress model reported that depressed peers in adolescents receive poorer academic grades and are less competent than do their nondepressed counterparts. Similarly, research has linked stereotype threats and discrimination to students’ educational achievements (Levy, Heissel, Richeson & Adam, 2016). Most students have positive intentions when they enter the college. However, those with the history of traumatic events are reported to experience academic difficulties. According to research, students with high posttraumatic stress disorder symptoms are academically weak and have a great chance of dropping out of college (Boyraz, Granda, Baker, Tidwell & Waits, 2015). The hypothesis of the study is that stress reduces the academic performance of students.

References

Boyraz, G., Granda, R., Baker, C. N., Tidwell, L. L., & Waits, J. B. (2015). Posttraumatic Stress, Effort Regulation, and Academic Outcomes Among College Students: A Longitudinal Study. Journal of Counseling Psychology, 63(4), 475–486.

Jamieson, J. P., Peters, B. J., Greenwood, E. J., & Altose, A. J. (2016). Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations. Social Psychological and Personality Science, 7(6), 579 – 587.

Levy, D. J., Heissel, J. A., Richeson, J. A., & Adam, E. K. (2016). Psychological and biological responses to race-based social stress as pathways to disparities in educational outcomes. American Psychologist, 71(6), 455-473.

Mistry, R. S., Benner, A. D., Tan, C. S., & Kim, S. Y. (2009). Family economic stress and academic well-being among Chinese-American youth: The influence of adolescents’ perceptions of economic strain. Journal of Family Psychology, 23(3), 279 – 290.

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