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

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Bibliographic Details
Title: Factors Associated with Stress Impacting Academic Success among Post-Secondary Students: A Systematic Review
Language: English
Authors: Lisnyj, Konrad T., Gillani, Nafisa, Pearl, David L., McWhirter, Jennifer E., Papadopoulos, Andrew
Source: Journal of American College Health. 2023 71(3):851-861.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Stress Variables, College Students, Success, Academic Achievement, Social Capital, Student Characteristics, Grade Point Average, Student Attitudes, Student Behavior, Foreign Countries
Geographic Terms: North America, Europe, Australia
DOI: 10.1080/07448481.2021.1909037
ISSN: 0744-8481
1940-3208
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1389642
Database: ERIC
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Description
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.
ISSN:0744-8481
1940-3208
DOI:10.1080/07448481.2021.1909037