The Effect of Stress on Academic Performance of Institute of Technology Students during Covid-19

Abstract

The associations between stress, coping, and the academic performance had been examined for many years. This study reassesses those associations in a specified period of the Covid-19 pandemic since it transforms education methods in an instant and is suspected to influence the associations. This research aims to determine the relationship of stress to perceived academic performance and GPA with coping strategies (emotion-focused and problem-focused) as moderators.
Regression analysis of 321 Business and Management students showed that stress had a positive and significant effect on perceived academic performance (R=0,441; p<0,05) and accounted for 19,4% perceived academic performance variance. Coping strategies had moderating effects in that relationship (p<0,05) and problem-focused coping was found to be stronger. Finally, stress and coping strategies were not associated with GPA. The result implies that stress and coping strategies as moderators were affecting students’ performance perception but not their actual performance (GPA). Further research for external factors such as lecturers and peers is recommended. This research could contribute to help the students’ stress management, thereby increasing academic performance and well-being.

Keyword:Academic Performance, Business and Management Students, Coping, Covid-19, Stress