Table of Contents
Students go through significant stress during their academics due to the pressure of completing assignments within a limited time and preparing for exams, as well as retaining good grades in courses. Thus, this stressful situation can impair the psychological well-being of students. However, conscientiousness can allow a student to deal with continuous academic stress to allow accountability and diligence of students (Schulze & Roberts, 2006). On the other hand, social connectedness allows a student o to develop engagement with peers and educators to access assistance in academics helping to manage difficulties faced during their coursework. This lab report has focused on conducting a secondary analysis to identify the interrelationship of conscientiousness with academic stress along with the interrelationship of social connectedness with academic stress. This lab report focuses on justifying the below-mentioned hypothesis.
H1: Negative correlation between conscientiousness and student stress
The more conscientious a student is, the less stress they would experience.
H2: Negative correlation between social connectedness and student stress
The more socially connected a student is, the less stress they would experience.
The secondary research method has been considered for developing findings in this lab report, and quantitative data collection from secondary sources along with qualitative analysis has been considered. Benefits of boundary research method and data collection include cost efficiency and availability of access to extended databases to meet the requirements of the research. Further, the data collected from the secondary qualitative analysis has been completed to identify the interrelationship of variables considered, including social connectedness, conscientiousness and academic stress suffered by students.
Aroche (2022) mentioned that qualitative data collection and analysis allow collecting subjective data and analysis to meet research criteria. Thus, considering the variables and hypothesis points for data analysis has been developed, and the collected data has been analysed under the points to develop findings that can either support or deny the hypothesis. Purposive sampling has been considered in this research to select the sources specific to research requirements and to access extended databases.
As mentioned by Andrade (2021), positive sampling allows for identifying the research variable-related resources to develop findings. It allows directing research towards the desirable way to achieve expected findings. While completing this research, ethics has been prioritised, and data collected from secondary sources have been refurbished to avoid plagiarism-related issues. Data collected from sources have been stored in a password-protected database and are only used for this lab report.
Academic self-efficacy is positively related to study grades, and study anxiety is negatively related to these grades. There is a strong relationship between conscientiousness and it is engaged with different factors, like a positive relationship with academic self-efficacy and a negative relationship with study anxiety. As per the views of Bergmann et al. (2019), it has been identified that conscientious students have a high level of academic self-efficacy that turns strongly predictive of higher grades.
On the other hand, students, who are very conscientious, have low levels of study anxiety, and both of these are entirely mediated by the positive path through academic self-efficacy and this simultaneous negative part through study anxiety. When students are getting extreme levels of stress, it hinders their study effectiveness and leads to poor academic performance and attrition. As opined by Scheinin et al. (2021), it also affects the learning style of the student, conscientiousness can be related to academic achievement regardless of the measurement of the achievement, and it is even important for the student who has conscientiousness and needs to adopt their learning strategies for fitting their study parameters.
Social connectedness is very much important, and it can be defined as the view of 1 individual in relation to the external world. As suggested by Van Orden et al. (2021), a lack of social connectedness directly affects the student on health wise and adjustment as well as general well-being. Social connectedness also allows students to interact with their friends and roommates as well as other people.
However, if the student is not entitled to proper connectedness, they could lose their general ability to connect with the social world and behave awkwardly in different social situations (McKenzie et al., 2018). On a similar note, it also helps the students to construct compasses for making interpersonal relationships in the learning environment, and it will reduce their stress level as they could actively engage with other students and obtain help for their studies.
Social connectedness is a psychological sense of belonging, and it is even a cognition of enduring interpersonal closeness with the social world. It has been identified that the students with low social connectedness are facing loneliness and social distress as well as avoidance, which negatively affects their mental health, and they are going into a deep level of depression and hostility as well as social discomfort. As per the views of Moldavanova and Goerdel (2018), when students start to face such things in their life, they do not give their full attention to their education and start to have poor academic results.
To stay psychologically healthy, it is very much important for the student to get an accurate appraisal of relationships and interpersonal behaviour. Students having low connectedness have difficulties becoming assertive and sociable, and they hesitate to properly connect with other students and teachers who can help them to solve their academic problems. As per the views of Collins et al. (2018), all students also need to recognise that it is important to make close with others by addressing their emotional and social needs.
On the other hand, the positive relationship between conscientiousness and student stress as; students who are more conscientious tend to experience less stress, and these things mainly take place as the students are more likely to plan and properly organise their time for conducting their study. The students can also make friends and text help from there to complete their academic assignments and have a good sense of time management, which really helps them to cope effectively with stressors and leads to less stress (Stallman & Hurst, 2016).
Right now, it is very much important for every student to become more conscientious by taking different types of interventions like behavioural and cognitive. Conducting regular homework and taking a written track of thoughts and feelings, as well as practice skills, will help the students to cope in a real-world setting (Baldelli et al., 2019). The students also need to understand and need to take behavioural techniques like contingency management to reinforce positive change in their behaviours. Perceiving goal-oriented metacognitive techniques is also very much important, which will allow to reduce the potential obstacles and to encourage the student to envision the path to the goal (Lee et al., 2001).
Thus, based on the analysis and discussion, it is evident that the findings support H1 and H2 as both conscientiousness and social connectedness have a significant impact on the stress management of students. From the findings, it can be identified that conscientiousness allows for enhancing emotional intelligence and the ability to take and complete responsibilities that allow enhancing self-efficacy for students to cope with academic stress. On the other hand, social connectedness provides scope to students to explain the issues and difficulties faced in coursework to access a supportive academic environment, there is a reversible relationship between the variables considered and academic stress among students.
Andrade, C. (2021). The inconvenient truth about convenience and purposive samples. Indian Journal of Psychological Medicine, 43(1), 86-88. DOI: 10.1177/0253717620977000
Aroche, L. (2022). What type of analysis you are conducting in your research studies? What are the advantages and disadvantages of both inferential analysis and qualitative analysis? Hi.. Nursing Research, 5, 28. doi:10.5539/jel.v6n1p102 Baldelli, I., Biolatti, B., Santi, P., Murialdo, G., Bassi, A. M., Santori, G., & Ciliberti, R. (2019). Conscientious objection to animal testing: A preliminary survey among Italian medical and veterinary students. Alternatives to Laboratory Animals, 47(1), 30-38
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