[INTERNATIONAL JOURNAL FOR RESEARCH & DEVELOPMENT IN TECHNOLOGY] Volume-4,Issue-1, July- 2015 ISSN (O) :- 2349-3585 Psychological factors affecting student‟s academic performance in higher education among students Riya Bhattacharya 1 , Dr. Bani Bhattacharya 2 1 12 Research Scholar , 2Associate Professor CET, Indian Institute Of Technology (IIT) Kharagpur, India Abstract- The purpose of this study is to identify Research Gap- Inside the article psychological factors that affect Grade Point Averages (GPA) among the students pursuing higher education (HE) Keywords- Stress, Grade Point Average (GPA), Anxiety, especially engineering students in a premier institution of Depression, Cognitive Factors and Non-cognitive factors. INTRODUCTION the country and to raise a set of research gap leading to selected research questions. The analysis included a through literature review of the selected research work from the year Grade point Averages (GPA) represent students academic 2000-2001 to 2014-2015. From the literature review it was achievements. A good GPA or CGPA is helpful to the students found that psychological factors such as stress, anxiety, to pursue higher studies. But a low GPA affects the students suicidal tendencies, substance abuse significantly affect career adversely. The two possible factors which may affect GPA. In short the psychological factors have negative impact GPA are cognitive and non-cognitive factors. Both of these on GPA. contribute significantly to all round development of a student. The aim of this article was to review previous research work Purpose - The paper attempts to reports a comprehensive done on stress, anxiety suicidal tendencies experienced by review of Psychological factors affecting Grade Point students while pursuing higher education and their influence average (GPA) among students in higher education on the student performance in the form of GPA. To summarize especially engineering students in leading institutions of the this research paper a literature review in the last 15 years is world and raises a set of research gap leading to selected conducted. Students‟ reaction to stress can be divided into: research questions. emotional (fear, anxiety, worry, guilt, grief, or depression), cognitive reactions (i.e. their appraisal of stressful situations Methodology- Articles which have been published in and strategies, behavioural (crying, abuse of self or others, selected peer- reviewed international journals from the year smoking and 1999-2000 to 2014-2015 have been considered. The articles trembling, stuttering, headaches, weight loss or gain, body were shortlisted based on various author’s perspective aches). (Misra et al. 2000, p. 238) as a result students engage viewpoint. The articles contributing significantly in the into unhealthy behaviours and practises. College years play an domain of psychological factors affecting GPA were finally important role in the development of one‟s character. selected and identified. Character is defined as emotional, psychological and irritability) and physiological (sweating, behavioural responses to life situations. During the college Findings- It has been found through the literature review years the five domains of beliefs i.e safety, trust, power, that cognitive and non-cognitive factors affect Grade Point esteem and intimacy (Cognitive-Behavioral Theory, A. Averages of the young adults. Antonio and Stella M) are strongly associated with one www.ijrdt.org | copyright © 2014, All Rights Reserved. 63 Volume-4,Issue-1, July-2015 ISSN (O) :- 2349-3585 Paper Title:- Psychological factors affecting student’s academic performance in higher education among students another. The student goes through various kinds of positive Literature Review and negative emotions during this period. As a result he/she tries to rationalise various judgments, appraisals, and The term non cognitive factors was firstly used by Nobel assumptions associated with specific life events resulting in prize-winning economist James Heckman. According to him unpredictability and non-cognitive means beyond academic knowledge and uncertainty can lead to anxiety, depression, eating and academic skills. Motivation, time management, selfregulation, sleeping disorder, internet addiction and in an extreme case academic mind-sets and learning strategies are being termed substance abuse and suicide. Higher Education years are as some of the non-cognitive factors (Nagaoka et all, 2013). clouded with unpredictability‟s. (Samovar et al., 2007). Cognitive factors means characteristics of the person that Sometimes psychological effect results to provoke security affect performance and learning. Cognitive factors acts to concerns, (Herman and Schield, 1961) resulting in a student modulate performance so that performance may improve or experience of loneliness. Sometimes loneliness is accumulated decline (Springer webpage). Cognitive factors include due to loss of contact with families and social loneliness cognitive functions like attention, memory, and reasoning. because of loss of contacts and networks, according to Weiss Cognitive factors are internal to each person and serve to (Sawir E, Marginson S, Deumart A, Nyland C, Ramia G ). modulate behavior and behavioral responses to external Ting-Toomey (1999) described this process as an intercultural stimuli like stress. Performance on various activities of daily journey, moving across from security and familiarity to living are the due to cognitive factors. Messick (1994) refers insecurity and unfamiliarity and in an extreme case resulting to cognitive style as characteristic modes of thinking, to loss of dignity and self-esteem. Family has been an perceiving, problem solving, and remembering that may important source of support especially for Indian students influence how a person approaches a problem or a particular (Brown & Robinson Kurpius, 1997; LaFromboise, Berman, & task.Students experience more stress and emotional turmoil Sohi, 1994).Through various literature review it is seen that, during the adolescents time. Buchanon and Holmbeck (1998) family encouragement and support are essential for academic reported that college students go through symptoms of persistence and achievement (Kidwell, 1994). Few studies, internalizing disorders such as anxiousness, depression and however, have empirically examined the role of family insecurity. At times they are reckless, impulsive and rude. support in the educational experiences of Indian Students. Holmbeck and Hill (1988) surveyed college students and Ninety-five percent of college counselling centre directors confirmed through their study that adolescents frequently fight surveyed said the number of students with significant with their parents. Thus the paper confirms that adolescents psychological problems is a growing concern in their centre or are difficult to handle. They are much more emotionally on campus. Seventy percent of directors believe that the volatile and vulnerable with frequent mood disruptions/ mood number of students with severe psychological problems on swings and risky behaviours. At times they engage in their campus have increased in the past year (American activities that are not only harmful to themselves, society as Psychologist Association, September 1, 2011 through August well as people around them. Adolescents suffer from various 31, 2012). There are various types of mental health problems. psychological distortments, substance abuse and family In this study we have identified five major mental health problems which affects their academic performance. Previous problems i.e Depression, Anxiety, Suicidal tendencies, literature review concludes that adolescents suffer from one or Substance abuse and Internet addiction. more psychological problems during this period. Some and uncertainty. Unpredictability problems are identifiable and transcient whereas others are not (Chhabra and Sodhi 2011). The rising expectations and responsibilities generates negative emotions which lead to www.ijrdt.org | copyright © 2014, All Rights Reserved. (64) Paper Title:- Psychological factors affecting student’s academic performance in higher Volume-4,Issue-1, July-2015 ISSN (O) :- 2349-3585 education among students suicidal tendencies among young adults. Fights among parents 2004, Stanley et al. 2001; Phippen 1995). However stressful and young adults is more during the adolescents time period. situation can have negative effects on some individuals Under such situations friends acts as emotional support to (Abouserie 1994). This is particularly true for students going young adults. Lack of friends can make them more depressed through a transition phase ie shifting from home to university and anxious thereby they become adept to smoking, drinking campus (Fisher 1994). At times, students experience stress as and substance abuse (Chhabra et all 2011). The major they leave too much to accomplish in a very short span of academic stress for undergraduate students include lack of time. As a result they sleep less which increase their stress leisure time, academic performance, fear of failure, academic level to a greater extent (Hardy 2003). High achievers overload, experience more stress as students attitudes towards studies finance, competition between students, and relationships with university faculty. The study stated that determine “low academic hardiness” causes more stress to the students. Robotham, 2008). Academic problems and hassels are Hardiness is defined in terms of commitment and challenge reported to be the most common source of stress among across the years of study given by the student. Excessive stress students. The most stressful daily hassels include constant dampens academic performance and leads to dropping out. pressure of studying, too little time, writing term papers, College student experience stress at particular times and stress taking tests, future plans, and boring instructors. Stress can can be classified into three main categories academic lead to various negative outcomes such as poor health, pressures, social issues and financial problems. Other studies depression and poor academic performance (AKGUN et all, demonstrate for 2010). A number of studies have found a relationship between undergraduates were fear of failure. Striving to meet stress and poor academic performance (Clark & Rieker, 1986; assessment deadlines, feeling overwhelmed by their workload Linn & Zeppa, 1984, Struthers, Perry & Menec, 2000). Felsten finding the motivation to study. Stress related to examinations and Wilcox (1992) found a significant negative correlation and time management is difficult to handle by the students of between the stress levels of college students and their age group 21-23 years (Spiridon, Evangelia, 2015). It has been academic performance. In a similar study, Blumberg and found that high level of stress affect mental, emotional and Flaherty (1985) found an inverse relationship between self- physical health. Stress to a high level may also have a negative reported stress level and academic performance. Struthers et impact on students‟ learning ability, may diminish a students‟ al. (2000) also reported that a high level of academic stress sense of worth and might affect their academic achievement was associated with lower course grades. Students experience (Spiridon, Evangelia, 2015). Stress may be common a high level of academic stress due to exams, assignments, phenomenon among university students. The symptoms, time pressure, grade pressure, and uncertainty. In summary, consequences, and causes of stress differ from one academic this stress has a detrimental effect on their academic institution to another mainly due to nature and type of work performance (AKGUN et all, 2010). that the most common stressors individual stress level (Hughes 2005 and and curriculum settings. Stress is an individual‟s perceptions that they do not have the resources to cope with a perceived One of the reasons which affect their academic performance situation from the past, present or future (Lazarus et al. 1984). in terms of their GPA is boredom. Boredom establishes a According to (Lazarus et al. 1984) stress is not an uni cause and effect relationship with lack of motivation. Lack of dimensional concept and there are various types of stress. A intrinsic situation may be stressful for one individual whereas it may establishes a vicious circle (Iso-Ahola & Weissinger, 1987; not be stressful for another. Some student experience a Weissinger, Caldwell, & Bandalos, 1992). Boredom instills definite level of stress (Brown et al. 1999; Bush et al. 1985) problematic behaviours among young adults leading to alcohol which cumulates into mental health problems (Andrews et al. and drug abuse (Iso-Ahola & Crowley, 1991; Orcutt, 1985), www.ijrdt.org | copyright © 2014, All Rights Reserved. motivation, self -determination and boredom (65) Volume-4,Issue-1, July-2015 ISSN (O) :- 2349-3585 Paper Title:- Psychological factors affecting student’s academic performance in higher education among students higher rates of dropping out from school, college and According to the study, for a student it is the prospect of university (Farrell, Peguero, Lindsey, & White, 1988). These taking exam not the exam itself that contributes to the stress behaviours are neither socially acceptable nor they are levels. It is also proven in a study by Gadzella et al. (1998) productive towards individual development. To a greater that it is the anxiety associated with the exam rather than the extent some tasks may become repetitive as adolescents exam itself that creates emotional and physiological stress. cognitive abilities become more sensible and mature thus leading to feelings of boredom. Individuals experience more Stressors related to the transition to university storm and stress during adolescents compared to any other age. Young adults residing in west experience more stress At times students experience stress due to transition from compared to adolescents in traditional cultures. According to their native place to university. Some students were first the previous literature the storm and stress that adolescents timers who shift from their place of origin to the university goes through is due biological imbalances is may not be write campus. Adjustment to a new social environment away from (Arnett J.J, 1999). Bean and Vesper's (1990) have studies six home and further to maintain higher academic performance background, personal and organizational variables. According adds to the stress level. In such situation support from to them nonintellectual factors play an important role in university administration and peer group can be quite helpful. leaving from college. Encouragement by others have a direct But support to a greater extent can be demeaning as well as and indirect effects is pursuing or leaving higher education provoke negative thoughts mainly due to support is a relative and further it is a form of family emotional support. Desire to term and it can be inappropriate as per individuals needs finish college is seen as a non-cognitive factor which acts as a (Edwards et al. 2001). This phenomenon can at times lead to form of motivation (Boggiano,1992). Pittman and Boggiano suicidal tendencies (Bernard et al. 1982). (1992) believed that an adolescents innate or natural desire to Stressors Related to financial issues learn acts as self motivation and selfdetermination. It is this aspiration and motivation that works hand in hand to develop a student academically (Allen, 1999). It has also been found through literature review that students who discuss personal problems with parents have lower depression, anxiety and stress than those who do not. The study concludes that adolescents mental health is a serious issue and it needs wide array of research (Bhasin et.all, 2010). Financial issues can also trigger stress among students. There arises a significant relationship between financial problems and mental health as per the study conducted by the London University (Roberts et al. 1999).The impact of strain on studying also increases if the student undergoes through the financial constraint (Foster 1995). As a result student take on part time employment to meet their daily needs (Robotham, 2008).Stress can also lead to anxiety, suicidal tendencies and Stress vary according to individuals and it depends on number substance abuse and depression. of interacting variables Abouserie (1994). The major factors identified are as follows: Stressors Related to Examination Anxiety-American Psychological Association found through a survey that Anxiety is the top presenting concern among college students (41.6 percent), followed by depression (36.4 Exam can be a cause of stress. High level of exam stress can percent) and relationship problems (35.8 percent). cause nausea, stomach pains, changes in eating and sleeping disorder (Mechanic 1978). Through his study he found that majority of students stress level reduced after the first exams. Substance Abuse- Substance abuse means individuals consuming drugs, alcohol, coccain, etc of one or more such aversive elements. These can have devasting effects not only www.ijrdt.org | copyright © 2014, All Rights Reserved. (66) Volume-4,Issue-1, July-2015 ISSN (O) :- 2349-3585 Paper Title:- Psychological factors affecting student’s academic performance in higher education among students on individuals but also to their families and ultimately to the and Sodhi 2011). Fights among parents and young adults are society. The lifetime prevalence of alcoholism (alcohol more during the adolescents time period. Under such dependence and abuse) is 30%. It is well established that the situations friends acts as emotional support to young adults. heritability (the genetic component of the variance) of Lack of friends can make them more depressed and anxious alcoholism is around 50%. Similarly, the heritability of thereby they becoming adept to smoking, drinking and cocaine and opiate addiction is around 60-70% (Enoch 2010). substance abuse (Chhabra et all 2011). An important risk factor for alcoholism or drug dependence is having a parent with the disorder. It is also a well-known fact Depression is a common disorder that impacts an individual‟s that a maltreatment experienced in childhood, are also ability to perform life activities, especially in the workplace. predictors of adult psychopathology, including addiction to Depression related reductions in academic performance are an alcohol and drugs (Enoch 2010). Confidence is a source of important outcome of the disorder. It reflects a reduction in emotional security bolstering dignity. Without confidence learning opportunities, a decrease in the level of information students lack dignity and they could not effectively absorbed and/or a decrease in their ability to demonstrate communicate with culturally different people (Noparat et all learning. Additionally, depression can have an effect in 2011). students‟ future careers by delaying entry into the job market or obstructing the job search process (Hysenbegasi et all Depression- Depression among adolescents can lead to 2005). Suicide is defined as the act of deliberately taking one‟s increase in suicidal behaviour, tobacco consumption and other own life. Suicide is a fragile state of mind where the substance abuse in adulthood. Through the study it was seen individual becomes very vulnerable to take his/her own life. In that depression and anxiety is more among females than a Report by Centres for Disease Control and Prevention, among males. Depression, anxiety and stress is found to be (2011), there has been 39,518 suicides reported in the U.S., higher among students whose parents continuously fought making it the 10th leading cause of death that year. It‟s among themselves or inflict physical violence among them important to note that most students who are suicidal suffer and to them. The pressure to perform well also leads to stress, from depression or other mental illnesses. Many students depression and anxiety among adolescents. The general experience frustration and doubt, but sometimes those purpose of this study is to understand the cognitive and non- thoughts gain a frightening momentum, bringing students to a cognitive factors affecting the Grade Point Average (GPA) of place where they seriously consider ending their lives. the young adults. The young adults was defined as students pursuing higher education in the age group of 21-23 years. Further, it can also be said that College students who recount Hall (1904) has confirmed that adolescents as described as residing with an alcohol-abusing parent report greater period ranging throughout twenties. Students experiences challenges to behavioural regulation. It is important for more stress and emotional turmoil during the adolescents time. professionals who work with young adults and their families The rising expectations and responsibilities generates negative to convey how both problematic drinking and family emotions which lead to suicidal tendencies among young environment may be associated with the ability to regulate adults. from various psychological behaviour. Family environment plays an important role in distortments, substance abuse and family problems which developing effective problem solving skills (Schroeder and affects their academic performance. Previous literature review Kelley 2008). Adolescents suffer concludes that adolescents suffer from one or more psychological problems during this period. Some problems are identifiable and transcient whereas others are not (Chhabra www.ijrdt.org | copyright © 2014, All Rights Reserved. (67) Paper Title:- Psychological factors affecting student’s academic performance in higher Volume-4,Issue-1, July-2015 ISSN (O) :- 2349-3585 education among students > > > Methodology 1.Data- It is a literature review paper. Data is collected for 15 years from 2000-2001 to 2014-2015. Each year contains 10 review paper dealing with student stress, anxiety and other papers were collected from four academic research website: Jstor, Google Scholar, Microsoft Academic Search, and Scopus. The paper dealt with students of age group 21-23 years and to a greater extent students in their late twenties of the premier engineering colleges of the globe. psychological factors such as stress, anxiety, suicidal tendencies, substance abuse significantly affect GPA. In short the psychological factors have negative impact on GPA. Stress is an individual‟s perceptions and that it differ from one another. A situation may be stressful for one individual whereas it may not be stressful for another. So, our research with previous literature survey 1.Stress is a relative term. The nature, extent and degree of stress is a individualised concept. It differs from one individual to another. So, to measure stress, anxiety and other psychological factors involves great conviction. As time and certainly patience is limited we have not performed an empirical work to measure the above stated factors. 2.The work mainly dealt with young adults ranging from 21- 2.Analysis- It was found from the literature review that agree Students shifting their base i.e leaving home Limitations of the study However all those were not relevant for the study, therefore important papers were given in the reference section. The Financial Support. to reside in hostels. psychological problems. Total of 150 papers are collected. few papers were excluded from the analysis part. The Socio-environmental factors. however few disaggrements are enlisted in the limitations section. Research Gap 1.Through the eminent sources it has been found that expected to be country‟s best graduates left the premier institute without getting a engineering degree in the final year. 23 years. In this study we are concerned about students pursuing their college and university education. We have not included secondary and higher secondary student though +10 level students can also be referred as young adults. 3.This study emphasized only on engineering students. Medical students, humanities and social sciences and other technical and non-technical students are excluded from this study. Future Work While studying the literature review it was found that the definition of stress and anxiety overlap with each other. In the literature survey it is found that examination stress and academic stress are not clearly defined. The definition with 2.There is limited exhaustive study on the account of low Grade Point Average (GPA) especially for on campus engineering students where students primarily reside in hostels. respect to the terms lack clarity. In the future work we will try to overcome this barrier of definition and ambiguity of concept (Putwain, 2007). In the future work we will try to measure stress and anxiety empirically and try to overcome To address the issues raised in this paper, a set of research questions are broadly associated into five categories. They are definitions. An honest effort will be given to reduce those biases (Putwain, 2007). as follows > > the considerable amount of biases associated with these Cognitive and Non cognitive factors Parental Support www.ijrdt.org | copyright © 2014, All Rights Reserved. (68) Volume-4,Issue-1, July-2015 ISSN (O) :- 2349-3585 Paper Title:- Psychological factors affecting student’s academic performance in higher education among students References Conclusion 1. Arnett, J. J. (1999). Adolescent storm and stress, The research found through the literature review that anxiety, stress, substance abuse affect the GPA. So, we establishes a relationship that both cognitive and non-cognitive factors are important to achieve academic excellence. The high level of stress eventually contribute to the low self-esteem (Hudd et al. 2000). Some researchers argue that low self-esteem can cause prolonged period of stress. Other negative outcomes associated with stress include increased alcohol consumption (Morgan reconsidered. American psychologist, 54(5), 317. 2. Holmbeck, G. N., & Hill, J. P. (1988). Storm and stress beliefs about adolescence: Prevalence, selfreported antecedents, and effects of an undergraduate course. Journal of Youth and Adolescence, 17(4), 285-306. 3. Bean, J. P., and Vesper, N. (1990). Qualitative 1997), smoking (Naquin et al. 1996), reduction in immune system approaches to grounding theory in data: Using functioning (Sarid et al. 2004) and an increased tendency to LISREL to develop a local model and theory of consider suicide (Hirsch et al. 1996). Due to the above stated student attrition. Paper pre-sented at the annual factors academics get severely hampered. Their exists a positive meeting of the American Educational Research relationship between stress and academic performance. Several Association, Bos-ton, MA studies have found that stress experienced while studying 4. Bean, J. P. (1982). Conceptual models of student hampers academic performance (Struthers et al. 2000; Linn et al. attrition: How theory can help the institutional 1984; Clark et al. 1986). A conclusion confirmed by Bennett researcher. In E. 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