Analysis of the Relationship Between Stress, Academic Success, and Self-Efficacy in Undergraduate Students

Abstract

Previous studies have examined stress’ potential impact on undergraduate college student academic outcomes. The existing literature has defined the populations’ lived experiences of stress as a significant factor that can often destabilize a student’s physical and mental health, as well as detract from a student’s ability to achieve targeted goals related to achieving and maintaining academic success. This study examined the potential moderating effect that academic self-efficacy has on the relationship between perceived stress and academic performance. Using the self-care in undergraduates study conducted at the University of Washington, Tacoma, a secondary data analysis was conducted. The self care in undergraduates study included over 700 participants, with some of the data collected including individual’s scores on the Perceived Stress Scale (PSS), the College Academic Self-Efficacy Scale (CASES), and the participants’ self-reported grade point average. Moderation analysis determined there was a statistically nonsignificant moderation affect for academic self-efficacy and the relationship between stress and academic performance.