Purpose

This study examined the causes of academic stress amongst undergraduate students in the Department of Quantity Surveying to ascertain whether stress has an influence on their academic performance.

Design/methodology/approach

This research explores the relationships between these constructs: academic stress, non-academic stress, coping strategies and academic performance, using a survey questionnaire to collect data from 190 undergraduate students in the Quantity Survey department. Descriptive statistics have been used to analyse the data and a path analytical approach has been adopted to evaluate the relationship between the constructs discussed in the paper.

Findings

Significant linear associations have been established between all the proposed paths and the outcome factor (p < 0.00). Coping strategies were an important mediator (p = 0.000), as they explained 32.9% of the association between academic stress and non-academic stress. However, the findings have shown that the stress faced by students is an optimal degree of stress that improves learning capabilities.

Practical implications

Explanation and clarification of the effects of academic and non-academic stress and coping mechanisms on the academic performance of university undergraduate students could help to reduce the risk of suicide amongst the teeming youths. It will also afford the university administration the opportunity to engender stress-free environment that is conducive for learning through the formulation of appropriate policies that promote “balanced learning” for the students. The outcome of this study may provide a launch pad for researchers who are interested in knowing how the possible causes of stress may impact on the health of university students.

Originality/value

The findings will be of great importance to the academic advisers and university administration in developing a flexible academic calendar and adopt policies that will eliminate academic stress and promote strategies to cope with non-academic stress. The study is the first attempt to examine academic stress, non-academic stress, coping strategies and academic performance in a single research in the Nigerian context due to limited literature found. This study has pedagogical implications to education practice by offering tertiary institutions the opportunity to appraise and device a means of managing students' stress by identifying their needs and increase students' coping skills based on prevailing modalities that give students' opportunities to strengthen the strategies of coping.

中文翻译：

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压力及应对策略对本科生成绩的影响

目的

这项研究调查了工料测量系本科生学业压力的原因，以确定压力是否影响他们的学业成绩。

设计/方法/方法

本研究探讨了这些结构之间的关系：学业压力、非学业压力、应对策略和学业成绩，使用调查问卷收集了数量调查系 190 名本科生的数据。描述性统计已用于分析数据，并采用路径分析方法来评估论文中讨论的构念之间的关系。

发现

在所有建议的路径和结果因素之间建立了显着的线性关联 ( p  < 0.00)。应对策略是一个重要的中介因素 ( p  = 0.000)，因为它们解释了学业压力和非学业压力之间 32.9% 的关联。然而，研究结果表明，学生面临的压力是提高学习能力的最佳压力程度。

实际影响

解释和澄清学业和非学业压力以及应对机制对大学本科生学业成绩的影响，有助于降低大量青少年的自杀风险。它还将使大学行政部门有机会通过制定促进学生“平衡学习”的适当政策来营造有利于学习的无压力环境。这项研究的结果可能为有兴趣了解压力的可能原因如何影响大学生健康的研究人员提供一个启动平台。

原创性/价值

研究结果对于学术顾问和大学行政部门制定灵活的学术日历和采取消除学术压力的政策和促进应对非学术压力的策略具有重要意义。由于发现的文献有限，该研究是首次尝试在尼日利亚背景下的单一研究中检查学业压力、非学业压力、应对策略和学业成绩。本研究为高等教育机构提供了评估和设置管理学生压力的方法的机会，通过确定学生的需求和提高学生的应对技巧，从而对教育实践具有教学意义。 .