Factors Associated with Stress Impacting Academic Success among Post-Secondary Students: A Systematic Review
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| 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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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGTFw3eElgzYNv6gBaI2W-gAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDAX3WleNqv23YH8pNgIBEICBmvg4d3x47X6WxxoZqmnWhhGru27885Pzu0PFBTlAtf1deSlRaHcfNPWPu6UUqAKwZL2AgieWpR-Ce6kVM6-qhFmE8tzvTWhVF78Eh95nxGvy6BujttPYJlrRCo2rGjUTuNtEqrY7Y3m_yGQ_OsBYiSoiNBFoyM68mRD0kf9o5iIM_cYo8MCoN5c0AXlKqcyK0E_G41IKN4t65uE= Text: Availability: 1 Value: <anid>AN0163552590;acl01apr.23;2023May09.06:10;v2.2.500</anid> <title id="AN0163552590-1">Factors associated with stress impacting academic success among post-secondary students: A systematic review </title> <p>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.</p> <p>Keywords: Academic success; post-secondary students; stress; student wellness; systematic review</p> <hd id="AN0163552590-2">Introduction</hd> <p></p> <hd id="AN0163552590-3">Perceived stress</hd> <p>Perceived stress encompasses an individual's subjective appraisal of their psychological state by weighing situational demands against their ability to cope.[<reflink idref="bib1" id="ref1">1</reflink>],[<reflink idref="bib2" id="ref2">2</reflink>] The source of these demands can be external when they originate from one's social and ecological environment or it can be caused by a person's internal perceptions.[<reflink idref="bib3" id="ref3">3</reflink>] Stress, in its beneficial construct, is referred to as eustress,[<reflink idref="bib4" id="ref4">4</reflink>],[<reflink idref="bib5" id="ref5">5</reflink>] which is integral in facilitating motivation, adaptation, and optimal performance.[<reflink idref="bib3" id="ref6">3</reflink>] The beneficial properties of eustress can be diminished when individuals lack adequate resources to meet the demands of a situation, thereby increasing their likelihood of experiencing stress in its negative construct (ie, distress) that may threaten their well-being.[<reflink idref="bib6" id="ref7">6</reflink>] The literature has widely documented the adverse implications of stress on various behavioral,[<reflink idref="bib7" id="ref8">7</reflink>],[<reflink idref="bib8" id="ref9">8</reflink>] psychological,[<reflink idref="bib9" id="ref10">9</reflink>] and physical health outcomes,[<reflink idref="bib10" id="ref11">10</reflink>] notably amongst post-secondary students pursuing higher education.</p> <hd id="AN0163552590-4">Perceived stress among post-secondary students</hd> <p>Most students pursue tertiary education during their "emerging adulthood"[<reflink idref="bib11" id="ref12">11</reflink>] stage of life, a critical time often characterized by changes and transitions in one's psychological and social development.[<reflink idref="bib12" id="ref13">12</reflink>],[<reflink idref="bib13" id="ref14">13</reflink>] Emerging adulthood is a vulnerable period where individuals aged 18 to 25 may be more susceptible to the effects of stress.[<reflink idref="bib14" id="ref15">14</reflink>] Indeed, post-secondary students are more likely than the general population to experience excess stress due to their competing academic-, financial-, relational-, and career-related demands.[<reflink idref="bib15" id="ref16">15</reflink>],[<reflink idref="bib16" id="ref17">16</reflink>]</p> <p>The American College Health Association (ACHA)[<reflink idref="bib17" id="ref18">17</reflink>],[<reflink idref="bib18" id="ref19">18</reflink>] found the prevalence of post-secondary students reporting above average stress within the last year increased from 51.4% (95% confidence interval (CI): 50.8-52.0; CI estimated by Lisnyj et al) in 2012 to 57.8% (95% CI: 57.2-58.4; CI estimated by Lisnyj et al) in 2018. Elevated stress among tertiary students is positively associated with increased symptoms of physical illness,[<reflink idref="bib19" id="ref20">19</reflink>] deteriorated mental health outcomes,[<reflink idref="bib20" id="ref21">20</reflink>] poor sleep hygiene,[<reflink idref="bib21" id="ref22">21</reflink>],[<reflink idref="bib22" id="ref23">22</reflink>] increased substance abuse (eg, alcohol, nicotine, and illicit drugs),[<reflink idref="bib23" id="ref24">23</reflink>],[<reflink idref="bib24" id="ref25">24</reflink>] being physically inactive,[<reflink idref="bib25" id="ref26">25</reflink>] decreased life satisfaction scores,[<reflink idref="bib26" id="ref27">26</reflink>] and reduced social engagement.[<reflink idref="bib27" id="ref28">27</reflink>] From an education perspective, increased stress can also have a negative impact on students' academic success.[<reflink idref="bib16" id="ref29">16</reflink>],[<reflink idref="bib28" id="ref30">28</reflink>],[<reflink idref="bib29" id="ref31">29</reflink>] The ACHA[<reflink idref="bib18" id="ref32">18</reflink>] consistently identifies stress as the most significant impediment to students' academic achievement. Several authors have similarly noted the cyclical relationship between increased stress and diminished academic performance (eg, Refs. [[<reflink idref="bib7" id="ref33">7</reflink>], [<reflink idref="bib22" id="ref34">22</reflink>], [<reflink idref="bib29" id="ref35">29</reflink>]]).</p> <hd id="AN0163552590-5">Academic success among post-secondary students</hd> <p>Academic success is conceptualized as a phenomenon consisting of three key constructs: academic performance, academic persistence, and academic satisfaction. This grouping allows for a more comprehensive understanding of the interrelated factors impacting students' overall educational experiences.[<reflink idref="bib31" id="ref36">31</reflink>]</p> <p>Academic performance evaluates students' achievement in their studies using objective parameters such as grade point average (GPA),[<reflink idref="bib32" id="ref37">32</reflink>],[<reflink idref="bib33" id="ref38">33</reflink>] grades,[<reflink idref="bib34" id="ref39">34</reflink>],[<reflink idref="bib35" id="ref40">35</reflink>] and percentages.[<reflink idref="bib36" id="ref41">36</reflink>] There is an extensive body of literature concerning the unique predictors of academic performance (eg, Refs. [[<reflink idref="bib37" id="ref42">37</reflink>]]). However, it is often the only indicator used to measure students' academic success, which can overlook their state of wellbeing.[<reflink idref="bib39" id="ref43">39</reflink>]</p> <p>Academic persistence is the ability of students to continue in their higher education careers. It includes measures such as if students are enrolled in their subsequent school semester or year (eg, Refs. [[<reflink idref="bib40" id="ref44">40</reflink>]]), drop out of their studies (ie, attrition; eg, Refs. [[<reflink idref="bib42" id="ref45">42</reflink>]]), complete their program of study (ie, retention; eg, Refs. [[<reflink idref="bib44" id="ref46">44</reflink>]]), as well as how long it takes students to complete their degree.[<reflink idref="bib46" id="ref47">46</reflink>] It is a crucial indicator of institutional excellence,[<reflink idref="bib47" id="ref48">47</reflink>] as increased attrition results in a loss of financial income from student and government contributions and can potentially lead to reputational damage.[<reflink idref="bib48" id="ref49">48</reflink>] Several scholars have investigated students' personal and environmental factors coupled with their institutional academic and social integration to predict academic persistence.[[<reflink idref="bib49" id="ref50">49</reflink>], [<reflink idref="bib51" id="ref51">51</reflink>]] However, high attrition rates continue to exist among post-secondary institutions,[<reflink idref="bib52" id="ref52">52</reflink>] demonstrating the need to examine this component of academic success further, especially investigating the manifestation of stress linked to academic persistence.</p> <p>Academic satisfaction is a subjective phenomenon looking at students' thoughts and feelings surrounding their program of study, institution, and overall educational experience.[<reflink idref="bib30" id="ref53">30</reflink>] Intrinsic motivational factors for selecting a program of study at an institution are positively associated with academic satisfaction, while extrinsic motivation is not related to satisfaction with academic life.[<reflink idref="bib53" id="ref54">53</reflink>] Chambel and Curral[<reflink idref="bib54" id="ref55">54</reflink>] indicate that increased academic demands are associated with decreased academic satisfaction. Students who are satisfied with their institution's social environment are more likely to remain enrolled, indicating an interrelationship between academic persistence and academic satisfaction.[<reflink idref="bib55" id="ref56">55</reflink>] This critical indicator is often neglected from research examining academic success and stress.[<reflink idref="bib56" id="ref57">56</reflink>]</p> <p>Academic success is vital for promoting optimal wellbeing and subsequent success (eg, financial, psychosocial, and physical benefits in students' lives,[<reflink idref="bib57" id="ref58">57</reflink>],[<reflink idref="bib58" id="ref59">58</reflink>] which further supports the need to investigate this phenomenon using a multifaceted approach. Additionally, the majority of studies investigating stress and academics have largely concentrated on students belonging to particular years of study or specific academic programs, indicating a gap in knowledge among the general population of post-secondary students, particularly at the undergraduate level.</p> <hd id="AN0163552590-6">Purpose of this study</hd> <p>In this study, our goal was to conduct a systematic review, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines,[<reflink idref="bib59" id="ref60">59</reflink>] to synthesize the available evidence surrounding this topic, as well as to identify any additional gaps in knowledge. We addressed what factors are associated with perceived stress impacting academic success among post-secondary students. The results have the potential to identify areas of practice, research, and policy development, implementation, and evaluation at post-secondary institutions to prevent stress from unduly impacting academic success among students, as well as their overall health. To the authors' knowledge, no previous knowledge synthesis tool has been used to examine our research question.</p> <hd id="AN0163552590-7">Materials and methods</hd> <p></p> <hd id="AN0163552590-8">Eligibility criteria</hd> <p>The eligibility criteria of articles included in this systematic review were limited to: peer-reviewed articles published in an academic journal explicitly examining factors that were statistically significant with both perceived stress and at least one of the aforementioned outcomes of academic success (ie, academic performance, academic persistence, or academic satisfaction) in the same manuscript; articles written in the English language due to limited translation resources; articles published in the last ten years to ensure temporal relevance (January 1, 2009 to September 27, 2018, at the time of the search); and the study setting being limited to North America, Europe, and Australia to ensure the results were contextually relevant. Additionally, the target population of the articles was limited to general post-secondary students at the undergraduate level or equivalency to ensure the findings pertain to the overall student population pursuing higher education. Studies limited to discipline-specific undergraduate students, graduate students, and professional students were excluded due to the unique stressors they may experience. Quantitative, qualitative, and mixed methods studies were included to consider different dimensions of this research topic.</p> <hd id="AN0163552590-9">Search strategy and information sources</hd> <p>A comprehensive search strategy was developed by the primary author to identify published evidence applicable to our study's research question. Input was received from the research team, as well as from a university librarian. A Population, Exposure, Comparison, and Outcome (PECO) format was used to help build the search strategy, where the population terms encompassed variations of post-secondary students, the exposure terms comprised of perceived stress and various subject-related terms concerning the relationship between perceived stress and academics, and the outcome terms contained the aforementioned academic outcomes. No comparison group was used in this systematic review. The full search algorithm can be found in Supporting Information Additional File 1.</p> <p>Six platforms covering 12 databases were searched to ensure breadth across multiple disciplines in this topic area using search terms tailored to the specific requirements of each database. Supporting Information Additional File 1 also identifies the databases searched.</p> <hd id="AN0163552590-10">Citation management and relevance screening</hd> <p>Citations were imported, de-duplicated, and managed in the reference management program Mendeley. Search results were then imported into DistillerSR to facilitate the screening of all identified citations. The title and abstract of each document were screened for relevance to the research question and inclusion criteria by two independent reviewers (K.L. and N.G.) using an a priori title and abstract screening form (Supporting Information Additional File 2) designed and tested by the research team. Reviewers met throughout the screening process to resolve conflicts and to discuss any uncertainties pertaining to study selection; any outstanding discrepancies were adjudicated by a third reviewer (A.P.) to reach a consensus.[<reflink idref="bib60" id="ref61">60</reflink>]</p> <hd id="AN0163552590-11">Quality assessment</hd> <p>The STrengthening the Reporting of OBservational studies in Epidemiology (STROBE) checklist[<reflink idref="bib61" id="ref62">61</reflink>] was used by the first author to critically appraise all observational studies, while the Critical Appraisal Skills Programme[<reflink idref="bib62" id="ref63">62</reflink>] qualitative checklist was used to evaluate qualitative studies. All studies that met the inclusion criteria were included in the review, regardless of their critical appraisal score. Information about both standardized tools and each study's resulting score are presented in Supporting Information Additional File 3.</p> <hd id="AN0163552590-12">Data extraction and analysis</hd> <p>An a priori data characterization and extraction form (Supporting Information Additional File 4) was developed by two reviewers (K.L. and N.G.) to extract critical information from the full text of each eligible study. The data extraction form was tested by both reviewers using the same five articles to ensure all pertinent information was captured. The remaining eligible articles were divided equally among both reviewers to independently extract key details, followed by each researcher reviewing and verifying the other researcher's data for accuracy. Reviewers consistently met throughout the data extraction phase to resolve any issues and to help ensure consistency; any disagreements were resolved by the involvement of a third reviewer (A.P.).[<reflink idref="bib60" id="ref64">60</reflink>] Corresponding authors from the included studies were contacted to confirm their respective information was extracted correctly when it was not explicitly clear to the research team.</p> <p>Data collected through the data characterization and extraction form were imported into a Microsoft Excel spreadsheet to facilitate categorization and charting of information. To further enhance the data analysis of this systematic review, documents, from which data were extracted, were imported into the NVivo Version 12 qualitative data analysis software to identify themes and draw relationships between articles.[<reflink idref="bib63" id="ref65">63</reflink>]</p> <hd id="AN0163552590-13">Results</hd> <p></p> <hd id="AN0163552590-14">Selection of sources of evidence</hd> <p>Electronic database searching retrieved a total of 6,214 references. Following duplicate removal, 3,875 unique articles remained and were assessed for title and abstract screening, leading to 103 remaining articles. This eventually resulted in including 14 relevant articles in this systematic review. Figure 1 outlines the search strategy process used to exclude studies based on exclusion criteria. Supporting Information Additional File 5 provides an overview of the characteristics extracted from each article.</p> <p>PHOTO (COLOR): Figure 1. Results of our systematic review's process of retrieved articles.</p> <hd id="AN0163552590-15">Characteristics of included studies</hd> <p>Of the 14 included studies, the majority were published from 2016 onwards (<emph>n</emph>/<emph>N</emph> = 11/14; 78.6%) with the publication year ranging from 2011 to 2018. All studies were primary research articles published in an academic journal written in the English language. Several articles were based on work conducted in the United States of America (<emph>n</emph>/<emph>N</emph> = 9/14), with the remaining research conducted in Europe (<emph>n</emph>/<emph>N</emph> = 3/14) and Australia (<emph>n</emph>/<emph>N</emph> = 2/14). All research studies were administered at a post-secondary institution, with most focusing only on a single institution (<emph>n</emph>/<emph>N</emph> = 12/14). The remaining studies looked at students across multiple institutions (<emph>n</emph>/<emph>N</emph> = 2/14), ranging from five to eight schools.</p> <p>The number of participants ranged from 71 to 7,527 individuals across all studies, with the median being 492. Many studies specified the academic year of study participants (<emph>n</emph>/<emph>N</emph> = 9/14). Six articles (<emph>n</emph>/<emph>N</emph> = 6/9) looked at undergraduate students of all levels, while three studies (<emph>n</emph>/<emph>N</emph> = 3/9) focused only on first-year students. Thirteen studies (<emph>n</emph>/<emph>N</emph> = 13/14) provided information on participants' gender, where identifying as a female was most commonly reported across all articles ranging from 55.5% to 78.9%. Among the two articles (<emph>n</emph>/<emph>N</emph> = 2/14) that reported on participants' living arrangements, living off-campus with other students was the most frequently selected option. Three studies (<emph>n</emph>/<emph>N</emph> = 3/14) focused on visible minority student populations, all of which belonged to the Latinx community.</p> <p>Most articles were quantitative research studies (<emph>n</emph>/<emph>N</emph> = 13/14), while one was a mixed methods study (<emph>n</emph>/<emph>N</emph> = 1/14). Almost half of the quantitative research articles used a cross-sectional design (<emph>n</emph>/<emph>N</emph> = 6/13), while five were cohort studies (<emph>n</emph>/<emph>N</emph> = 5/13), one included both a cross-sectional and cohort study (<emph>n</emph>/<emph>N</emph> = 1/13), and one was a randomized controlled trial (<emph>n</emph>/<emph>N</emph> = 1/13). All 14 articles were critically appraised using the STROBE checklist; final scorings ranged from 57% to 84%. The CASP qualitative checklist was used to evaluate the qualitative component of the mixed methods study, where it received a score of 80%. All articles were retained after critical appraisal.</p> <p>All quantitative studies utilized a survey to collect data from respondents, while the mixed methods study employed both a survey and semistructured interviews as the modes of data collection. Of all 14 studies, five studies were informed by theoretical or conceptual frameworks, while two studies examined the effectiveness of an intervention. As per the inclusion criteria, all included studies measured students' perceived stress levels, with the most common instrument being the Perceived Stress Scale[<reflink idref="bib1" id="ref66">1</reflink>] (<emph>n</emph>/<emph>N</emph> = 4/14), of which two studies used the scale's abridged version.</p> <p>Among the 14 included studies' outcome of interest, nine articles explicitly assessed academic performance, three articles looked at both academic performance and academic persistence, one article explicitly assessed academic persistence, and one article examined both academic performance and academic satisfaction.</p> <p>Academic performance was operationalized as various forms of GPA across all combined studies. Cumulative GPA was the most common outcome variable (<emph>n</emph>/<emph>N</emph> = 7/13), followed by end of term GPA (<emph>n</emph>/<emph>N</emph> = 6/13). Eight articles (<emph>n</emph>/<emph>N</emph> = 8/13) had grades attained from official institutional academic records, while the remaining five articles (<emph>n</emph>/<emph>N</emph> = 5/13) used self-reported measures of students' marks. Eight studies (<emph>n</emph>/<emph>N</emph> = 8/13) collected grades at the same time students completed the survey, while the remaining studies (<emph>n</emph>/<emph>N</emph> = 5/13) measured academic performance after the survey was completed (eg, the survey was completed mid-semester while grades were obtained at the end of the term). The significant predictor variables associated with decreased perceived stress and improved academic performance included attitudinal characteristics (eg, increased grit, academic motivation, and academic and self-regulatory self-efficacy) (<emph>n</emph>/<emph>N</emph> = 4/13), increased perceived psychological well-being (<emph>n</emph>/<emph>N</emph> = 3/13), higher adaptability (<emph>n</emph>/<emph>N</emph> = 2/13), participating in a mentoring or mindfulness intervention (<emph>n</emph>/<emph>N</emph> = 2/13), higher parental educational attainment (<emph>n</emph>/<emph>N</emph> = 2/13), higher parental income (<emph>n</emph>/<emph>N</emph> = 1/13), a high GPA obtained in high school (<emph>n</emph>/<emph>N</emph> = 1/13), and higher satisfaction with university (<emph>n</emph>/<emph>N</emph> = 1/13). Factors associated with increased perceived stress that negatively impacted academic performance included socio-demographic variables (<emph>n</emph>/<emph>N</emph> = 2/13), increased perceived burden of impinging demands (<emph>n</emph>/<emph>N</emph> = 1/13), identifying as a male (<emph>n/N</emph> = 1/13), and membership in a non-suicidal self-injury population (<emph>n</emph>/<emph>N</emph> = 1/13). Identifying as a female (<emph>n</emph>/<emph>N</emph> = 1/13) was the only variable associated with increased perceived stress that improved academic performance. The personality mini-marker agreeableness (<emph>n</emph>/<emph>N</emph> = 1/13) and higher perceived school belongingness (<emph>n</emph>/<emph>N</emph> = 1/13) were two factors related to decreased stress resulting in poorer academic performance (<emph>n</emph>/<emph>N</emph> = 1/13). All of these variables were combined across the different operationalizations of academic performance.</p> <p>Among articles examining academic persistence (<emph>n</emph>/<emph>N</emph> = 4/14), each study operationalized its outcome using a definition, including attrition, risk of attrition, retention, and intention to leave. One article (<emph>n</emph>/<emph>N</emph> = 1/4) used self-reported measures of academic persistence, while the remaining three articles' (<emph>n</emph>/<emph>N</emph> = 3/4) outcome measures were obtained through official institutional records. Most studies (<emph>n</emph>/<emph>N</emph> = 3/4) measured academic persistence at the same time other data were collected, while one study (<emph>n</emph>/<emph>N</emph> = 1/4) measured academic persistence after survey data were collected. The significant predictor variables associated with decreased perceived stress that improved academic persistence included having a high term and cumulative GPA (<emph>n</emph>/<emph>N</emph> = 2/4), having grit in the first year of higher education (<emph>n</emph>/<emph>N</emph> = 1/4), feeling supported by post-secondary staff (<emph>n</emph>/<emph>N</emph> = 1/4), increased intellectual engagement (<emph>n</emph>/<emph>N</emph> = 1/4), engaging in health-promoting behaviors (<emph>n</emph>/<emph>N</emph> = 1/4), and having positive coping skills (<emph>n</emph>/<emph>N</emph> = 1/4). The significant factors associated with increased perceived stress that decreased academic persistence included feeling a sense of belonging and social integration into higher education (<emph>n</emph>/<emph>N</emph> = 1/4), student strain (<emph>n</emph>/<emph>N</emph> = 1/4) and experiencing personal vulnerability (<emph>n</emph>/<emph>N</emph> = 1/4). These findings were combined across the various operationalizations of academic persistence.</p> <p>The sole study that looked at academic satisfaction used a self-reported scale to measure students' satisfaction with their post-secondary institution at the same time the survey was administered. The significant variables associated with decreased perceived stress that improved academic satisfaction included higher academic motivation and a higher GPA. High school spillover (ie, obligations in one part of an individual's life "spill" over into other domains causing strain) among males was the only factor associated with reduced perceived stress and lowered academic satisfaction.</p> <p>Each included study reported on several different future research recommendations. The most reported recommendations to further examine the relationship between perceived stress and academic success among post-secondary students suggested that research should: not pose any restrictions on student demographics and be conducted across multiple institutions to make findings more generalizable (<emph>n</emph>/<emph>N</emph> = 7/14); investigate the behavioral and attitudinal characteristics of students at the individual level (<emph>n</emph>/<emph>N</emph> = 7/14); examine factors impacting the social and cultural capitals of students (<emph>n</emph>/<emph>N</emph> = 4/14); and, be longitudinal with data collected at multiple time points throughout the academic year (<emph>n</emph>/<emph>N</emph> = 3/14).</p> <hd id="AN0163552590-16">Discussion</hd> <p>The results of the 14 studies included in this systematic review demonstrate the complex interplay of personal, social, and academic factors associated with perceived stress and its impact on academic success. Some factors acted as facilitators, where they reduced stress and were associated with improved academic success, while other factors acted as barriers increasing stress and were associated with worsened educational outcomes. There were also a few variables that increased perceived stress and GPA, while one variable was found to both decrease stress and GPA. To further complicate this intricacy, the same explanatory variable was statistically significant in some studies but not in others, demonstrating it is critical for researchers to truly understand the contextual circumstances of a population in planning, implementing, and evaluating strategies to mitigate stress impacting academic success. Additionally, many variables were unique to each discrete construct of academic success, although there were a few overlapping factors found across different combinations of academic success constructs, offering a more fulsome glimpse into the complicated relationship existing at the intrapersonal and interpersonal levels.</p> <hd id="AN0163552590-17">Significant factors at the intrapersonal level</hd> <p>Factors at the individual level involve tertiary students' academic, demographic, psychological, attitudinal, and behavioral characteristics. Student academic achievement was the only significant academic variable associated with decreased perceived stress and increased academic success across all three of its constructs. For instance, attaining a high GPA in high school was linked to students' subsequent positive academic performance at the post-secondary level,[<reflink idref="bib64" id="ref67">64</reflink>] achieving a high term and cumulative GPA in post-secondary education predicted increased academic persistence,[<reflink idref="bib65" id="ref68">65</reflink>] and obtaining a high post-secondary GPA was associated with higher academic satisfaction.[<reflink idref="bib66" id="ref69">66</reflink>] These findings demonstrate the overwhelming weight that students place on achieving high academic standing when looking at their collective success in post-secondary education. However, it is a problematic indicator that reduces academic success to a number of how well a student can perform in course work or examinations. This supports the work of previous scholars who document the perils of looking at GPA as a sole measure of academic excellence (eg, Refs. [[<reflink idref="bib67" id="ref70">67</reflink>], [<reflink idref="bib69" id="ref71">69</reflink>]]). Further, although this systematic review reveals a higher GPA is associated with increases across all three constructs of academic success and a decrease in perceived stress, it is both highly unrealistic and perhaps even detrimental to an institution's reputation to simply distort and raise students' grades. Instead, post-secondary institutions and students themselves should understand the value of education beyond a grade.</p> <p>Demographic factors comprise the personal and background characteristics of individuals in a population. One study found identifying as a male was associated with increased perceived stress and weakened academic performance,[<reflink idref="bib70" id="ref72">70</reflink>] while another study determined identifying as a female was related to increased stress but improved GPA.[<reflink idref="bib65" id="ref73">65</reflink>] These findings are consistent with the existing literature indicating female students perform better academically (eg, Refs. [[<reflink idref="bib71" id="ref74">71</reflink>]]), and demonstrate that high levels of stress among post-secondary students are not gender-specific. Higher parental income was another significant demographic factor associated with decreased stress and increased academic performance.[<reflink idref="bib65" id="ref75">65</reflink>] This finding demonstrates students of families with more fiscal resources are better situated to perform academically[<reflink idref="bib73" id="ref76">73</reflink>] and experience less stress.[<reflink idref="bib74" id="ref77">74</reflink>] Such findings are essential to consider when proposing strategies to alleviate stress on academic success, as not all students are fortunate to have been brought up with high socioeconomic status (SES), based on parental academic attainment. Particular attention should be focused on lower income, first-generation, and gender non-conforming students.</p> <p>A number of psychological factors were also found to be associated with stress and academic success. Positive affect (PA) looks at the extent that one subjectively experiences pleasant moods as part of their personality.[<reflink idref="bib75" id="ref78">75</reflink>] Ample evidence indicates PA is connected with increased psychological, social, and physical well-being (eg, Refs. [[<reflink idref="bib75" id="ref79">75</reflink>], [<reflink idref="bib77" id="ref80">77</reflink>]]). One included study builds on this evidence by revealing students who cultivate higher PA were found to experience less stress both over the past week and over the past year and have a higher average end-of-year mark.[<reflink idref="bib78" id="ref81">78</reflink>] This same study identified the personality trait agreeableness, which looks at interpersonal tendencies and behaviors such as likeability, cooperativeness, being kind, and helpfulness,[<reflink idref="bib79" id="ref82">79</reflink>] as another significant variable.[<reflink idref="bib78" id="ref83">78</reflink>] Individuals with high scores of agreeableness are often described as warm, trusting, and empathetic individuals.[<reflink idref="bib80" id="ref84">80</reflink>] Although this study found agreeable students were associated with decreased stress, such students had a lower average end-of-year mark.[<reflink idref="bib78" id="ref85">78</reflink>] Next, eudaimonic well-being is a future-oriented, happiness construct concerning one's personal growth and achievement.[<reflink idref="bib81" id="ref86">81</reflink>] It encompasses components of psychological and social well-being to see if a person functions well.[<reflink idref="bib82" id="ref87">82</reflink>] One included study found individuals with higher eudaimonia was associated with lower stress, as well as having a higher GPA after controlling for hedonia to see if an individual feels good.[<reflink idref="bib83" id="ref88">83</reflink>] Student strain is a psychological outcome of prolonged personal stress often linked to strains in roles, money, and relationships.[<reflink idref="bib84" id="ref89">84</reflink>] Increases in student strain have adverse effects, such as increased academic dissatisfaction[<reflink idref="bib85" id="ref90">85</reflink>] and physical and emotional health implications.[<reflink idref="bib86" id="ref91">86</reflink>] One study included in this systematic review further highlights the consequences of elevated student strain on increasing perceived stress and decreasing GPA.[<reflink idref="bib84" id="ref92">84</reflink>] Collectively, these findings highlight various psychological variables post-secondary institutions could target to increase students' PA and eudaimonic well-being, while decreasing student strain.</p> <p>Attitudinal characteristics refer to one's intrinsic ideas, perceptions, and value systems influencing their attitudes or feelings. Our systematic review revealed several attitudinal factors that reduce stress and improve educational outcomes. One included study determined high academic self-efficacy (ie, beliefs about one's ability to successfully complete academic milestones) was associated with played a critical role in this association in improving GPA.[<reflink idref="bib87" id="ref93">87</reflink>] Another study found high self-regulatory self-efficacy (ie, beliefs about utilizing self-efficacy regulatory processes to achieve one's learning goals) attenuated the effects of perceived stress and positively influenced academic performance.[<reflink idref="bib88" id="ref94">88</reflink>] These findings demonstrate the positive influence self-efficacy can have on individuals' lives in an educational setting (as supported by Pajares[<reflink idref="bib89" id="ref95">89</reflink>]), notably in mitigating student stress and promoting academic success. A different study included in our systematic review found participating in a mentoring program intervention improved self-efficacy and decreased perceived stress underlying GPA,[<reflink idref="bib90" id="ref96">90</reflink>] demonstrating its utility at post-secondary institutions. Academic motivation is another related attitudinal factor encompassing a student's cognitive form of desire to meet their own educational goals. One included study found increased academic motivation was associated with decreased stress and both increased academic performance and academic satisfaction.[<reflink idref="bib66" id="ref97">66</reflink>] This result suggests students who feel academically motivated are more invested in their educational pursuits and their willingness to learn. This supports other authors who have consistently reported academically motivated students are more likely to perform optimally, enjoy learning, and remain enrolled in school.[<reflink idref="bib91" id="ref98">91</reflink>],[<reflink idref="bib92" id="ref99">92</reflink>] Grit is a final attitudinal factor integral in building perseverance to achieve long-term goals, and has previously been found to predict academic achievement.[<reflink idref="bib93" id="ref100">93</reflink>] Two studies included in this systematic review outline the benefits of grit, where one study found increased grit was associated with decreased stress and increased GPA,[<reflink idref="bib94" id="ref101">94</reflink>] while the other study found a relationship between increased grit, reduced stress, and improved retention.[<reflink idref="bib64" id="ref102">64</reflink>] Duckworth et al[<reflink idref="bib93" id="ref103">93</reflink>] also noted the advantages of grit and recommended future efforts to investigate how to modify and improve grit among students. The authors of this systematic review argue this suggestion should be taken one step further by looking at how grit could be elevated in addition to the other significant positive attitudinal characteristics to better mitigate stress impacting academic success.</p> <p>Behavioral factors denote individuals' expressed feelings and actions as a response to a situation or stimulus. Maladaptive behaviors encompass unproductive responses that prevent oneself from meeting life's demands. There was one significant maladaptive behavior identified in this work. Students who self-harmed (ie, engaged in destructing one's body surface without suicidal intent) experienced elevated perceived stress and lowered GPA compared to students never engaging in this behavior.[<reflink idref="bib95" id="ref104">95</reflink>] This maladaptive behavior is an example of a poor coping strategy diminishing students' physical and mental health, and also adversely affecting their academic performance. This finding is not particularly surprising, as stress is known to exacerbate maladaptive behaviors that can lead to negative affective states and participation in harmful behaviors.[<reflink idref="bib96" id="ref105">96</reflink>] Post-secondary institutions should instead target and promote adaptive behaviors among their students, which focus on fostering skills and tasks required to effectively meet one's needs, while also meeting demands in their natural and social environment.[<reflink idref="bib97" id="ref106">97</reflink>] For instance, one included study found students who engaged in health-promoting behaviors reported lower stress and a lower intention to leave their institution.[<reflink idref="bib84" id="ref107">84</reflink>] This same study found an association in students with greater engagement in health-promoting behaviors and having improved recreation and self-care, social support, and problem-focused coping skills.[<reflink idref="bib84" id="ref108">84</reflink>] These enhanced coping skills were also connected to students reporting less stress and a lower intention to leave one's institution.[<reflink idref="bib84" id="ref109">84</reflink>] Another study similarly found students with increased task-oriented coping styles were associated with decreased stress over the past week and year, as well as a higher average end-of-year mark.[<reflink idref="bib78" id="ref110">78</reflink>] These adaptive behaviors support a wealth of knowledge outlining the positive benefits of health-promoting behaviors and coping skills in other areas of students' academic and personal lives, including attaining a higher GPA,[<reflink idref="bib98" id="ref111">98</reflink>] being able to better balance home and school,[<reflink idref="bib99" id="ref112">99</reflink>] having effective study habits,[<reflink idref="bib100" id="ref113">100</reflink>] and experiencing decreased stress.[<reflink idref="bib84" id="ref114">84</reflink>] A final example looked at the effects of a mindfulness-based self-leadership training intervention in a randomized control trial.[<reflink idref="bib101" id="ref115">101</reflink>] Students in the intervention group maintained constant levels of stress over time, while individuals in the control group showed a rise in stress.[<reflink idref="bib101" id="ref116">101</reflink>] Students in the intervention group also experienced improvements in GPA when compared to the control group.[<reflink idref="bib101" id="ref117">101</reflink>] Altogether, this systematic review's findings encourage institutions to identify opportunities allowing students to adopt and engage in adaptive health-promoting behaviors based on their positive associations in decreasing perceived stress and strengthening academic success.</p> <hd id="AN0163552590-18">Significant factors at the interpersonal level</hd> <p>The findings of this systematic review also suggest factors related to social capital[<reflink idref="bib102" id="ref118">102</reflink>] were associated with perceived stress and students' academic success. Social capital looks at the emotional, informational, and/or tangible support acquired from individuals.[<reflink idref="bib2" id="ref119">2</reflink>] Previous research has largely revealed strong social support, both the perceived availability of social ties and the actual use of social connections, can favorably influence post-secondary students' academic achievement and reduce their stress levels.[<reflink idref="bib103" id="ref120">103</reflink>] One included study supports this finding where its authors identified the importance of feeling supported by post-secondary staff in reducing stress and the risk of attrition.[<reflink idref="bib48" id="ref121">48</reflink>] However, this same study found feeling a sense of belonging and social integration at one's institution was associated with increased stress and decreased academic persistence.[<reflink idref="bib48" id="ref122">48</reflink>] In another included study, its authors found perceived school belongingness can buffer the effects of stress but has a deleterious impact on academic performance.[<reflink idref="bib88" id="ref123">88</reflink>] These findings suggest the benefits of social capital are conditional based on whom the support is received from. For instance, Cutrona et al[<reflink idref="bib104" id="ref124">104</reflink>] determined that only increased parental support predicts a higher GPA, not friends or romantic partners. Other authors (eg, Refs. [[<reflink idref="bib105" id="ref125">105</reflink>]]) found positive student–teacher relationships promote academic success by enhancing students' sense of wellbeing at their institution. These findings collectively highlight the importance of further investigating the influence of different peer relationships at post-secondary institutions (eg, student–faculty, student–student within a course, student–student within a program, student–student within the same living arrangement, and student–student within a student-run group or club) to further understand which types of social networks are optimal in building social capital, mitigating students' stress, and promoting academic success.</p> <hd id="AN0163552590-19">Future research directions</hd> <p>It is clear academic performance is the prominent proxy measure of academic success used in the literature, which reduces students' educational experience to how well they can meet their program requirements. Using a more multifaceted operationalization of academic success, such as the one utilized in this systematic review, lends itself to better understand the risk and protective variables of stress impacting students' overall education. Further, this work highlighted the complicated interrelationship of factors related to perceived stress on academic success at both the individual and group levels. More knowledge is needed to measure the influence of these personal characteristics, coupled with one's social and external environment on stress impacting academics. This can help ascertain where future resources, efforts, policies, programs, and procedures should be targeted at post-secondary institutions to prevent stress from affecting students' academic success. This includes explicitly looking at the factors related to human capital and psychological capital that contribute to promoting intrapersonal resilience building, as well as the factors connected to social capital leading to interpersonal resilience skill-building. These recommendations align with the future research directions found in the current systematic review's included articles where the authors of seven studies recommended looking at students' behavioral and attitudinal features at the individual level related to stress impacting academic success, and the authors of four studies suggested expanding on components of social capital investigating this same association. Moreover, only five included studies used a theoretical or conceptual framework to inform their research. Future work should apply theoretical or conceptual underpinnings to guide research and ultimately health promotion practice. When theory and practice are combined, their dynamic interaction can advance one another to design effective and sustainable interventions.[<reflink idref="bib107" id="ref126">107</reflink>] A final recommendation is to conduct qualitative research to provide context, as majority of the included studies involved quantitative research. This is supported by scholars in the research area (eg, Refs. [[<reflink idref="bib86" id="ref127">86</reflink>], [<reflink idref="bib108" id="ref128">108</reflink>]]) who argue qualitative studies can help provide explanations surrounding the complexity of factors that foster or hinder stress impacting academic success.</p> <hd id="AN0163552590-20">Strengths and limitations</hd> <p>This systematic review utilized a transparent, robust, and repeatable approach to gather and synthesize relevant literature to answer the study's research question. To ensure the findings were comprehensive across multiple disciplines, 12 databases were searched. The search string, relevance screening form, and data charting form were reviewed by the entire research team, with the forms pre-tested by two independent reviewers. Both reviewers met throughout data analysis to ensure all information was extracted consistently. Correspondence with the study's senior author, as well as the authors from the systematic review's included studies, provided additional confirmation and confidence the findings were pulled accurately. Using a reference management software (Mendeley), a review management platform (DistillerSR), a data extraction spreadsheet (Microsoft Excel), and a qualitative data analysis software (NVivo) ensured all articles were correctly accounted for and information was systematically analyzed during the review process, thereby strengthening the study's reliability and validity.</p> <p>This review only included primary research studies published in the academic literature. Relevant articles published in journals not indexed in any of the 12 databases would not be captured in this systematic review, as no individual journals were searched. No information was sought from post-secondary institution websites, key organization websites, or other gray literature publications surrounding this topic. Limiting the results to only three continents over the past ten years in the English language likely excluded relevant articles. This systematic review only included information collected from general, non-discipline specific undergraduate students as per the inclusion criteria. There were a number of excluded studies from undergraduate students in nursing, medical school, psychology, and social work programs, as well as graduate students that may have identified additional factors related to this research area. Finally, this study was interested in looking at factors explicitly associated with both perceived stress and academic success. This work did not report on factors among studies that only had a statistically significant relationship with perceived stress or an academic success outcome variable.</p> <hd id="AN0163552590-21">Conclusion</hd> <p>This systematic review aimed to identify the factors associated with perceived stress impacting post-secondary students' academic success. The study's 14 included articles suggest a complex relationship exists among several overlapping variables, many of which can be organized at either the intrapersonal or interpersonal levels. There is a need for research to further identify and measure the association of these predictors of stress impacting the three constructs of academic success, including academic performance, academic persistence, and academic satisfaction. This research can aid in informing the planning, implementation, and evaluation of evidence-informed interventions to alleviate students' stress and optimize their academic success.</p> <hd id="AN0163552590-22">Acknowledgments</hd> <p>The authors of this work would like to thank the corresponding authors from our systematic review's included studies who responded to confirm their respective information was extracted correctly to help validate our findings.</p> <hd id="AN0163552590-23">Conflict of interest disclosure</hd> <p>The authors have no conflicts of interest to report. The authors confirm that the research presented in this article met the ethical guidelines, including adherence to the legal requirements, of the United Kingdom. As the research undertaken was systematic review, ethical approval was not required according to the research ethics committee of the University of York Department of Health Sciences.</p> <hd id="AN0163552590-24">Abbreviations</hd> <p></p> <p>• ACHA</p> <p></p> <ulist> <item> American College Health Association</item> <p></p> </ulist> <p>• CASP</p> <p></p> <ulist> <item> Critical Appraisal Skills Programme</item> <p></p> </ulist> <p>• CI</p> <p></p> <ulist> <item> Confidence interval</item> <p></p> </ulist> <p>• GPA</p> <p></p> <ulist> <item> Grade point average</item> <p></p> </ulist> <p>• PA</p> <p></p> <ulist> <item> Positive affect</item> <p></p> </ulist> <p>• PECO</p> <p></p> <ulist> <item> Population, Exposure, Comparison, and Outcome</item> <p></p> </ulist> <p>• PRISMA</p> <p></p> <ulist> <item> Preferred Reporting Items for Systematic Reviews and Meta-Analyses</item> <p></p> </ulist> <p>• PSS</p> <p></p> <ulist> <item> Perceived Stress Scale</item> <p></p> </ulist> <p>• STROBE</p> <p></p> <ulist> <item> STrengthening the Reporting of OBservational studies in Epidemiology</item> </ulist> <ref id="AN0163552590-25"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Supplemental data for this article can be accessed online at https://doi.org/10.1080/07448481.2021.1909037.</bibtext> </blist> </ref> <ref id="AN0163552590-26"> <title> References </title> <blist> <bibtext> Cohen S, Kamarck T, Mermelstein R. 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| Items | – Name: Title Label: Title Group: Ti Data: Factors Associated with Stress Impacting Academic Success among Post-Secondary Students: A Systematic Review – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lisnyj%2C+Konrad+T%2E%22">Lisnyj, Konrad T.</searchLink><br /><searchLink fieldCode="AR" term="%22Gillani%2C+Nafisa%22">Gillani, Nafisa</searchLink><br /><searchLink fieldCode="AR" term="%22Pearl%2C+David+L%2E%22">Pearl, David L.</searchLink><br /><searchLink fieldCode="AR" term="%22McWhirter%2C+Jennifer+E%2E%22">McWhirter, Jennifer E.</searchLink><br /><searchLink fieldCode="AR" term="%22Papadopoulos%2C+Andrew%22">Papadopoulos, Andrew</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+American+College+Health%22"><i>Journal of American College Health</i></searchLink>. 2023 71(3):851-861. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22North+America%22">North America</searchLink><br /><searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink><br /><searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/07448481.2021.1909037 – Name: ISSN Label: ISSN Group: ISSN Data: 0744-8481<br />1940-3208 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1389642 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1389642 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/07448481.2021.1909037 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 851 Subjects: – SubjectFull: Stress Variables Type: general – SubjectFull: College Students Type: general – SubjectFull: Success Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Social Capital Type: general – SubjectFull: Student Characteristics Type: general – SubjectFull: Grade Point Average Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Student Behavior Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: North America Type: general – SubjectFull: Europe Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: Factors Associated with Stress Impacting Academic Success among Post-Secondary Students: A Systematic Review Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lisnyj, Konrad T. – PersonEntity: Name: NameFull: Gillani, Nafisa – PersonEntity: Name: NameFull: Pearl, David L. – PersonEntity: Name: NameFull: McWhirter, Jennifer E. – PersonEntity: Name: NameFull: Papadopoulos, Andrew IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 0744-8481 – Type: issn-electronic Value: 1940-3208 Numbering: – Type: volume Value: 71 – Type: issue Value: 3 Titles: – TitleFull: Journal of American College Health Type: main |
| ResultId | 1 |
