Academic Stress

Purpose: Covid-19 pandemic increased the use of e-learning and the ensuing academic stress. This research aims to study the relationship between e-learning induced academic stress and academic self-efficacy in the Yazd branch of Payame Noor University in Iran. Methodology: This is a descriptive-correlational study. The study population was the Yazd branch of Payme Noore University students in the 2020-21 academic year. Cochran’s formula gave us a sample size of 319 people. Due to the Covid-19 pandemic and the unavailability of some of the sample members, we used voluntary sampling. Our research tools were the academic stress scale (Pooladi Reyshahri, 1995) and the academic self-efficacy scale (Owen and Froman, 1988). We sent the scale to the subjects electronically. The scales’ alpha Cronbach reliabilities were 0.90 and 0.84, respectively. We analyzed the data using the T-test, correlation, and regression in SPSS version 21. Findings: Our findings showed that e-learning induced academic stress, and its subscales (academic conditions and economic environment stresses) were significantly below average in the students. Students’ academic stress and academic self-efficacy were significantly and inversely related. Academic stress could significantly explain self-efficacy (P < .001). Conclusion: Our results showed the negative role of academic stress in explaining students’ academic self-efficacy. Reducing students' academic stressors through academic workshops can significantly increase academic self-efficacy.

Purpose: The present research was done to determine the effectiveness of training process mental stimulation on academic procrastination and academic stress of gifted students. Methodology: The present quasi-experimental study was done with a pretest posttest design and follow-up along with a control group. The research population consisted of high school gifted students in academic year 2019-2020. The research sample included 30 students, who were chosen through multistage cluster sampling method, and assigned into two equal groups as treatment and control via randomization. The treatment group was trained for nine sessions of 90 min (one session per week) through process mental simulation training method, while the control group did not receive such training during this time. The data were collected through academic procrastination scale (Solomon and Rothblum, 1984) and academic stress (Zajacova and et al., 2005), and then analyzed using repeated measure analysis of variance and Bonferroni post hoc test in SPSS-19 software. Findings: The results revealed that the treatment and control group differed significantly with each other in the posttest and follow-up stages. In other words, the process mental simulation training resulted in diminished academic procrastination and academic stress of gifted students, and the results were also preserved in the follow-up stage (P<0.001). Conclusion: The results indicated the effectiveness of process mental simulation training on academic procrastination and academic stress of gifted students in post-test and follow-up stages. Thus, the education experts can use the mentioned method alongside other effective methods for reducing the academic procrastination and academic stress of students.

The current research to aim was purpose conducted the mediating role of academic burnout in the relationship between the perception of the educational atmosphere creative and academic stress with motivational orientations (intrinsic motivation, extrinsic motivation, and motivation). The research method was the correlation of the path analysis type. The population of this study included all students of senior high schools in Sanandaj city. 250 the student (138 female students and 112 male students) were selected using a random multi-stage cluster sampling method and responded to the questionnaires of the creative educational atmosphere (Mohebi & et al., 2013), the academic stress Questionnaire (Kamkari & et al., 2010), academic burnout questionnaire (Bersu & et al., 2007) and academic motivation scale (Vallerand & et al., 1992). Data analysis was performed using the path analysis statistical method and by the SPSS-22, and AMOS-24 statistical software and bootstrapping method were used to examine the mediating role of the variables. The results showed that among the assumed direct relationships, only the direct effect of perception of the creative educational atmosphere on intrinsic motivation was significant. Indirect results showed that academic burnout could play a mediating role in the relationship between the perception of a creative educational atmosphere and academic pressures with intrinsic motivation, extrinsic motivation, and motivation.