Impact of Stress on KBS MMS Students
Authors: Neha Kinvatkar, Sakshi Patil & Vaishnavi Mohod
Introduction:
Higher Education Students experience high academic pressure due to rigorous coursework, frequent exams, and strict submission deadlines. The competitive environment and expectations to excel add to their stress. Managing multiple subjects, presentations, and assignments within limited timeframes becomes overwhelming. This constant academic burden affects their concentration, mental well-being, and overall performance.
Objective:
To understand the underlying phenomena of the impact of stress on KBS MMS students.
Literature Review:
Managing Academic Stress for Better Student Well-Being
Soufiane, et al (2024) stated improving higher education service quality can enhance students’ quality of life, especially in areas like teaching, leadership, and learning resources. Addressing academic and financial stress through support systems like counselling and financial aid can help students cope better. Institutions should also focus on improving administrative services by actively considering student feedback and aligning services with their needs.
Identifying and Managing Stress in Higher Education
Rodolfo, et al (2025) emphasized stress in higher education affects students and faculty, influencing academic performance. High student stress often results in lower grades, while faculty stress can sometimes lead to unexpected grade increases. Using data analytics can help identify students at risk due to stress, enabling early intervention. Universities should focus on reducing faculty workload and expanding psychological and academic support for students, especially those from low-income backgrounds, to create a healthier learning environment.
Data Collection:
For the above problem we framed 5 questions on the Likert Scale and we approached 100 students of KBS with google form. With the answers strongly agree, agree, neutral, disagree and strongly disagree. They were coded as 5,4,3,2 and 1. So that hypothesised mean is 3. Also, for each question mean, standard deviation, standard error and z – scores were calculated. The questions were as follows:
1. I was mentally exhausted due to academic stress.
2. I lost sleep because of academic pressure.
3. I struggled to focus on my studies.
4. I had headaches or was tired due to stress.
5. I skipped social activities because of academics.
Data Analysis:
|
|
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
|
Mean |
3.3 |
3.19 |
3.14 |
3.15 |
3.22 |
|
SD |
1.31 |
1.39 |
1.30 |
1.34 |
1.42 |
|
SE |
0.13 |
0.14 |
0.13 |
0.13 |
0.14 |
|
Z |
2.28 |
1.37 |
1.07 |
1.12 |
1.55 |
|
Result |
Positive |
Neutral |
Neutral |
Neutral |
Neutral |
Conclusion:
Students experience academic stress, with mental exhaustion being the most noticeable effect. While stress also affects sleep, focus, health, and social life, its impact in these areas is not very strong, as most responses were neutral.
1. Students were mentally exhausted due to academic stress.
2. Students are neutral towards losing sleep because of academic pressure.
3. Students are neutral towards struggling to focus on their studies.
4. Students are neutral towards feeling tired due to stress.
5. Students are neutral towards skipping social activities because of academics
References:
Rodolfo Bojorque & Fernando Moscoso & Fernando Pesántez & Ángela Flores, 2025. “Stress Factors in Higher Education: A Data Analysis Case,” Data, MDPI, vol. 10(2), pages 1-14, February.
Soufiane Elmouhib & Rachida Goumrhare & Abdelkarim Moussa & Bouchra Benraiss & Amina Benraiss, 2024. “Educational Quality vs. Stress Impact: Assessing Student Well-Being in Moroccan Higher Education,” Social Sciences, MDPI, vol. 13(12), pages 1-16, November.
