Relationship Between Stress Level Academic Performance And Psychosocial Adjustment Among University Of Nairobi Students

Abstract

University students are young people who experience challenges during their stay in the university (Frank and Karyn (2005).The implications of the challenges have attracted alot of interest from stress researchers because of their possible link to stress (Annett, 2010). Stress theorists such as Selye (1976) and Lazarus & Folkman (1984) state that stress undermines people’s cognitive, physical and emotional states. This has the potential to affect academic performance and psychosocial well-being of students.Most of the researchers are however biased towards medical and science disciplines.Comparisons between different courses and levels of study are also limited. Kenyan public universities have experienced rapid expansion with limited resources. Stress-related symptoms have been reported but no research has attempted to study stress among the students. The current study was done in the University of Nairobi which is made up of colleges located within and outside the city centre. Stress related symptoms such as drug and alcohol abuse have been reported among these students (Njare, 2013). Depressive symptoms have also been reported (Othieno et al, 2014). An elaborate study to investigate the stress experience among these students is lacking. This study therefore addressed three objectives: 1.The relationship between stress level and academic performance. 2. The relationship between stress and pychosocial adjustmen. 3. The relationship between academic performance and psychosocial adjustment. The study also examined how these relationships were confounded by age, gender, locus of control, level and course of study. Descriptive cross-sectional survey research design was used. Data was collected using both quantitative and qualitative methods that included questionnaires, interview schedules and focus group discussions. The sample consisted of 319 male and 265 female students selected using stratified random sampling techniques from the six colleges of the University of Nairobi. Qualitative data was collected from key informants such as university counsellors, medical staff from the students’ health services, and deans and directors of faculties and schools respectively. Descriptive and inferential statistics were used for data analyses. Chi-square analysis was done using the Statistical Package for Social Sciences (SPSS) programme. Regression analysis was done using STATA Version 14.o to test the contribution of intrinsic and extrinsic factors in the relationship between independent and dependent variables. Most of the students (64.4%) reported that they experienced between moderate to high levels of stress. The relationship between stress and academic performance was statistically significant (χ2=9.49, p=0.048 ΦC=0.228, p=0.048). Stress also had statistically significant relationship with psychosocial adjustment (χ2=13.51, p=0.001 ΦC=0.25, p=0.001).Similarly, the relationship between psychosocial adjustment and academic performance was statistically significant (χ2=10.65 n=583 df=2, p=0.001 ΦC=0.35, p=0.001). Chi-square and regression analyses revealed that the relationship between stress level and both academic performance and psychosocial adjustment was influenced by age, gender, locus of control, level of study and course of study.Male and female students used mainly emotion focused rather than problem focused coping strategies. The findings of the study indicate the need for relevant authorities to institute programmes that will xv lower the experience and effects of stress among university students. Further research is recommended to investigate the areas that the current study did not address appropriately.