Experienced stress, psychological symptoms, self-rated health and academic achievement: A longitudinal study of swedish university students
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In this study we investigated whether or not problems experienced during years at university affect academic achievement. Students enrolled full-time at a Swedish university were followed up from their year of entry in 1998/1999 through to 2000/2001 (N = 1,127) by self-administered questionnaires. Students' sociodemographic characteristics, their experience of stressors, psychological symptoms, and mental and general health ratings were linked to their academic achievement (degree completed). The extent to which various factors or groups of factors affect academic achievement was measured by a series of multiple logistic regression analyses. Older students, females, and those enrolled on comparatively shorter programs (3 years) tended to have higher odds of being awarded a degree. Experienced stress brought on by not coping academically and due to study support demands was a substantial barrier to students' academic achievement.
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Studies revealed significant negative correlations between perceived stress and AP in students, especially within examination periods.
“Studies revealed significant negative correlations between perceived stress and AP in students, especially within examination periods at the end of a semester [15,16,17].”
From The Tridirectional Relationship among Physical Activity, Stress, and Academic Performance in University Students: A Systematic Review and Meta-Analysis (2021) · cites this paper as [15]
The pooled effect for stress and AP revealed a negative small, but non-significant relation.
“The pooled effect for stress and AP revealed a negative small, but non-significant relation, meaning that participants with higher stress have a decreases AP in principle as shown by two out of three studies, which is in line with former studies [15,17].”
From The Tridirectional Relationship among Physical Activity, Stress, and Academic Performance in University Students: A Systematic Review and Meta-Analysis (2021) · cites this paper as [15]
Two out of three studies found significant results for stress and AP, in line with former studies.
“The pooled effect for stress and AP revealed a negative small, but non-significant relation, meaning that participants with higher stress have a decreases AP in principle as shown by two out of three studies, which is in line with former studies [15,17].”
From The Tridirectional Relationship among Physical Activity, Stress, and Academic Performance in University Students: A Systematic Review and Meta-Analysis (2021) · cites this paper as [15]
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Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?
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University Student Depression Inventory: Measurement model and psychometric properties
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- Authors
- Vaez, M., & Laflamme, L.
- Affiliations
- Karolinska Institutet (SE)
- Venue
- Social Behavior and Personality: an international journal
- Publisher
- Scientific Journal Publishers Ltd
- Published
- 2008-01-01
- Volume
- 36
- Issue
- 2
- Pages
- 183-196
- ISSN
- 0301-2212 (ISSN-L)
- OpenAlex
- W2009636823
- Cited by
- 187
- References
- 37
- Citations by year
- 2026: 6 · 2025: 3 · 2024: 5 · 2023: 9 · 2022: 11 · 2021: 29 · 2020: 13 · 2019: 9 · 2018: 16 · 2017: 9 · 2016: 15 · 2015: 7 · 2014: 12 · 2013: 14 · 2012: 9
- FWCI
- 11.70
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Social Behavior and Personality An International Journal (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- academic stress, university students, academic performance, psychological symptoms, self-rated health, mental health, graduation, longitudinal follow-up, gender differences, program duration
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