Factors Associated with Stress Impacting Academic Success among Post-Secondary Students: A Systematic Review

Autor/inn/en	Lisnyj, Konrad T.; Gillani, Nafisa; Pearl, David L.; McWhirter, Jennifer E.; Papadopoulos, Andrew
Titel	Factors Associated with Stress Impacting Academic Success among Post-Secondary Students: A Systematic Review
Quelle	In: Journal of American College Health, 71 (2023) 3, S.851-861 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2021.1909037
Schlagwörter	Stress Variables; College Students; Success; Academic Achievement; Social Capital; Student Characteristics; Grade Point Average; Student Attitudes; Student Behavior; Foreign Countries; North America; Europe; Australia + Suchen Sie Ihr Suchwort? Collegestudent; Erfolg; Schulleistung; Sozialkapital; Schülerverhalten; Student behaviour; Ausland; Nordamerika; Europa; Australien
Abstract	Objective: To synthesize peer-reviewed primary research exploring factors associated with perceived stress impacting post-secondary students' academic success. Methods: A systematic review identified research conducted in North America, Europe, and Australia in the last ten years across 12 databases. Results: Of the 6,214 references screened, 14 English articles published between 2011 and 2018 were deemed relevant. Subsequent analysis characterized articles by study design, location, population, factors with a statistically significant relationship with both perceived stress and academic success, and future research directions. Findings reveal a complex relationship among overlapping factors associated with perceived stress on academic success at both the intrapersonal (eg, academic, demographic, psychological, attitudinal, and behavioral characteristics) and interpersonal levels (eg, social capital). Conclusions: Further research should measure the association of the identified factors to inform areas where resources could be targeted within post-secondary institutions to prevent stress from unduly impacting students' educational outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01