Executive Summary

Table of Content

1.0 Introduction
Newth (2011) defines stress as an applied force or systems of forces which tend to strain an individual body in such a way that the particular individual experiences the feeling of ‘not being in control’. From the psychology point of view, stress can also be considered as a reaction to a stimulus that disturbs an individual’s physical or mental equilibrium (Psychology Today, 2014). Given that numerous stressful events are capable of triggering different responses in human beings, it is fair to say that stress is an event that is omnipresent in every part of life; and hence is worth exploring.
Significant investigations and debates into the issues of stress, its determinants and who are generally susceptible to stress have been rife in recent decades (Langan-fox and Cooper, 2011). The general consensus is that frequent exposure to traumatic events is the vital stressor for stress and everyone is susceptible to traumatic events and stress (Langan-fox and Cooper, 2011). Externalisation of stressful behaviours as a result of being exposed to traumatic events such as severe neglect, abuse and repeated violence is clinically termed as Post Traumatic Stress Disorder (PTSD) (Royal College of Psychiatrists, 2013). It has been maintained that PTSD creates psychological and physical imbalances in sufferers; and affects their physical and mental well-being negatively (Royal College of Psychiatrists, 2013).
From this standpoint, it can be argued that PSTD equally has the potential to affect the well-beings of university students and their academic performances. However, Hall (2005) maintains that besides traumatic events and the resulting PSTD, university students particularly possess unique set of stressors which negatively impact on their everyday experiences in university and affect their academic performances significantly.

1.1 Research Background
Certain factors have been found to contribute to stress experienced by university students as far as pursuing a university degree is concerned. Research shows that, factors such as economic and financial conditions of students; past events in students’ lives; students’ daily routines; student’s socio economic class; age; and other responsibilities have the potential to dictate the level of stress experienced by university students (Anderson and Cole, 1988). Further studies into how stress affects students’ academic performances reveals that these aforementioned stress-related factors can affect human brains and cause physical, emotional and intellectual impairments that can drag students down and severely affect their thinking skills and brain development (Blair, 2012). On this evidence, it suffices to say that stress and stress-related factors can lead to poor academic performances by university students. Evidently, for universities to produce healthy and productive workforce into employment sectors, how stress directly affects students’ academic performances needs to be established and viable solutions capable of alleviating effects of stress on academic performance also need to be developed. These set the tone for this research.
1.2 Research Purpose and Objectives
The purpose of this research is to establish if stress and stress-related factors have significant impacts on academic performance of undergraduate students. The research aims to explore the correlation between academic performance of the University of East London undergraduate students and stress-linked factors such as health issues; financial status; socio-economic status; workload; and life priorities. The correlation between the students’ academic performances and stress will be established through the analysis of different students’ levels of stress and their corresponding Grade Point Average (GPA) scores. The findings of this proposed research will either substantiate or disprove the notion that there is correlation between stress and students’ academic performances. It is also hoped that the findings of this research will highlight how to manage stress among university students.
1.3 Rationale
The rationale for selecting this particular research topic emanated from the researcher’s personal interest in the impact of stress on academic performance. The researcher, being a student, has been having first-hand experience of the negative impacts that various stressful conditions exert on academic performances. The researcher is well aware that her academic marks and GPA fluctuates relative to how stress she is, while taking exams or doing course works. The researcher hopes that the findings of this researcher will point out the direct correlation between academic performances and stress; and also elaborates on how students can effectively manage stress and improve their academic performances. The beneficiaries of this proposed research are likely to be students, educators and policy makers.
1.4 Research Questions
Given the facts that this research aims to seek, it will be guided by the following research questions: * What are the factors that induce stress in university students? * How do stress and stress-related factors affect students’ academic performances? * What coping strategies can be used by university students to alleviate stress and improve academic performances?

2.0 Literature Review
This section reviews literature that discusses the research topic and addresses the research questions. It also compares and contrasts themes from these literature.
Newth (2011) states that most of the risk factors for stress among students ranges from work overload to financial and economic difficulties, increasing expectations for high performances, setting of impossible targets, health problems, social activities, poor time management skills, combining work with education, age and many more. Relative to work overload, Rao (2008) explains that as the students’ academic years progresses, students experience stress because they often find increasing and more complex academic workload difficult to cope with. Again, evidence suggests that older students have more pressure to achieve high academic performance than younger students, and this often put them under considerable amount of stress (Landow, 2006). For instance, due to their multiple roles as students, providers and employees, older students have been found to experience stressors, which inhibit their academic performances (Landow, 2006).
Additionally, good health reflects positive well-being, which is an indicator for optimal psychological functioning and experience (Yi, 2012). Hence, students in good health reflect ‘optimal mental shape’ which allows them to perform to the best of their potential and vice versa (Yi, 2012). And in regards to correlation between stress and students’ economic and financial situations, it has been proven that there is a link between anxiety, depression, poor academic performances and British students with poor financial and economic problems (Vaneeta and David, 2005).
However, while poor economic conditions, financial problems and low socio-economic class are generally associated with stress and poor academic performances, it has been contended that students from affluent families with no financial or economic problems can also experience stressful conditions that can impair their capacity to learn and achieve academic excellence (Blair, 2012). Additionally, research has shown that students that experience stress and stress-related circumstances do not necessarily perform poorly academically (Siraj et. al, 2004). For instance, study into effect of stress on academic performance of medical students indicates that even though stress generally has a negative effect on academic performance of students, medical students on the other hand, are highly resourceful in managing and channelling their academic stress towards good academic performances (Siraj et. al, 2004). Corroboratively, Diwan (2002) claims that stress can positively influence academic performance of students in large number of cases. Besides these aforementioned stressors, it has been argued that nature of courses being taken by students also has significant impact on the level of stress that students experience. For instance, science students have been found to experience more stress than arts students; and commerce students experience more stress than science and arts students (Diwan 2002).
Most of these aforementioned stress and stress-related factors affect students’ academic performances because they directly and indirectly have physiological and psychological effects on student’s well-being. It has been medically explained that stress hormones produced during stressful periods have detrimental effects on human executive functions, which include human’s working memory, self-regulation and cognitive ability (Urdang, 2009). Given that these functions are vital for planning, reasoning, regulating emotions and problem solving, it is fair to say that students’ academic success and performance depend on them. Again, it has been stressed that emotional stress often weaken human’s prefrontal cortex and limit human’s ability to reason and think appropriately (Weiner and Freedheim, 2003:119). While positive emotion supports cognitive development and enhances executive functioning, negative emotions that follow stressful situations often suppress cognitive development and impair executive functioning (Weiner and Freedheim, 2003:119). In essence, stress have been found to negatively affect student’s decision-making, impulsivity, likelihood of making mistakes, interpersonal relationship, productivity and academic performance (Weiner and Freedheim, 2003).
Another view into how stress affects students’ academic performance was provided by the research findings of Lerner and Steinberg (2004) which infers that prolonged stress can lead to psychological responses in an adolescence and damage brain structures and functions – leading to depression, anxiety and anger, all of which can severely affect academic performances of students. However, Lazarus and Folkman (1984) maintains that stress is more of personal perception than responses to stressful stimuli; and that if an individual sees a situation as being stressful, then such a situation will be stressful to the individual.
Despite the prevalent of stress among university students, study shows that if stress is adequately managed, students can still achieve higher academic performances (Siraj et. al, 2004). Hence, in order to produce alleviate stress among students in higher education students should be exposed to various topics such as stress management, decision making in tough situations, team building, and reflective skills (Siraj et. al, 2004). Another research into appropriate intervention procedure for reducing stress among university students indicates that cognitive, behavioural and mindfulness interventions can be adequately use to alleviate stress among university students and improve their academic performances (Regehr, Glancy and Pitts, 2013). However, these approaches have been criticised because they are time consuming; and they are only capable of addressing students’ current problems rather than the underlying causes of the students’ problems (NHS Choices, 2013).
This section reviews literature that discusses the research topic and addresses the research questions. It also compares and contrasts themes from these literature.
Newth (2011) states that most of the risk factors for stress among students ranges from work overload to financial and economic difficulties, increasing expectations for high performances, setting of impossible targets, health problems, social activities, poor time management skills, combining work with education, age and many more. Relative to work overload, Rao (2008) explains that as the students’ academic years progresses, students experience stress because they often find increasing and more complex academic workload difficult to cope with. Again, evidence suggests that older students have more pressure to achieve high academic performance than younger students, and this often put them under considerable amount of stress (Landow, 2006). For instance, due to their multiple roles as students, providers and employees, older students have been found to experience stressors, which inhibit their academic performances (Landow, 2006).
Additionally, good health reflects positive well-being, which is an indicator for optimal psychological functioning and experience (Yi, 2012). Hence, students in good health reflect ‘optimal mental shape’ which allows them to perform to the best of their potential and vice versa (Yi, 2012). And in regards to correlation between stress and students’ economic and financial situations, it has been proven that there is a link between anxiety, depression, poor academic performances and British students with poor financial and economic problems (Vaneeta and David, 2005).
However, while poor economic conditions, financial problems and low socio-economic class are generally associated with stress and poor academic performances, it has been contended that students from affluent families with no financial or economic problems can also experience stressful conditions that can impair their capacity to learn and achieve academic excellence (Blair, 2012). Additionally, research has shown that students that experience stress and stress-related circumstances do not necessarily perform poorly academically (Siraj et. al, 2004). For instance, study into effect of stress on academic performance of medical students indicates that even though stress generally has a negative effect on academic performance of students, medical students on the other hand, are highly resourceful in managing and channelling their academic stress towards good academic performances (Siraj et. al, 2004). Corroboratively, Diwan (2002) claims that stress can positively influence academic performance of students in large number of cases. Besides these aforementioned stressors, it has been argued that nature of courses being taken by students also has significant impact on the level of stress that students experience. For instance, science students have been found to experience more stress than arts students; and commerce students experience more stress than science and arts students (Diwan 2002).
Most of these aforementioned stress and stress-related factors affect students’ academic performances because they directly and indirectly have physiological and psychological effects on student’s well-being. It has been medically explained that stress hormones produced during stressful periods have detrimental effects on human executive functions, which include human’s working memory, self-regulation and cognitive ability (Urdang, 2009). Given that these functions are vital for planning, reasoning, regulating emotions and problem solving, it is fair to say that students’ academic success and performance depend on them. Again, it has been stressed that emotional stress often weaken human’s prefrontal cortex and limit human’s ability to reason and think appropriately (Weiner and Freedheim, 2003:119). While positive emotion supports cognitive development and enhances executive functioning, negative emotions that follow stressful situations often suppress cognitive development and impair executive functioning (Weiner and Freedheim, 2003:119). In essence, stress have been found to negatively affect student’s decision-making, impulsivity, likelihood of making mistakes, interpersonal relationship, productivity and academic performance (Weiner and Freedheim, 2003).

Another view into how stress affects students’ academic performance was provided by the research findings of Lerner and Steinberg (2004) which infers that prolonged stress can lead to psychological responses in an adolescence and damage brain structures and functions – leading to depression, anxiety and anger, all of which can severely affect academic performances of students. However, Lazarus and Folkman (1984) maintains that stress is more of personal perception than responses to stressful stimuli; and that if an individual sees a situation as being stressful, then such a situation will be stressful to the individual.
Despite the prevalent of stress among university students, study shows that if stress is adequately managed, students can still achieve higher academic performances (Siraj et. al, 2004). Hence, in order to produce alleviate stress among students in higher education students should be exposed to various topics such as stress management, decision making in tough situations, team building, and reflective skills (Siraj et. al, 2004). Another research into appropriate intervention procedure for reducing stress among university students indicates that cognitive, behavioural and mindfulness interventions can be adequately use to alleviate stress among university students and improve their academic performances (Regehr, Glancy and Pitts, 2013). However, these approaches have been criticised because they are time consuming; and they are only capable of addressing students’ current problems rather than the underlying causes of the students’ problems (NHS Choices, 2013).
Despite the prevalent of stress among university students, study shows that if stress is adequately managed, students can still achieve higher academic performances (Siraj et. al, 2004). Hence, in order to produce alleviate stress among students in higher education students should be exposed to various topics such as stress management, decision making in tough situations, team building, and reflective skills (Siraj et. al, 2004). Another research into appropriate intervention procedure for reducing stress among university students indicates that cognitive, behavioural and mindfulness interventions can be adequately use to alleviate stress among university students and improve their academic performances (Regehr, Glancy and Pitts, 2013). However, these approaches have been criticised because they are time consuming; and they are only capable of addressing students’ current problems rather than the underlying causes of the students’ problems (NHS Choices, 2013).
This section reviews literature that discusses the research topic and addresses the research questions. It also compares and contrasts themes from these literature.
Newth (2011) states that most of the risk factors for stress among students ranges from work overload to financial and economic difficulties, increasing expectations for high performances, setting of impossible targets, health problems, social activities, poor time management skills, combining work with education, age and many more. Relative to work overload, Rao (2008) explains that as the students’ academic years progresses, students experience stress because they often find increasing and more complex academic workload difficult to cope with. Again, evidence suggests that older students have more pressure to achieve high academic performance than younger students, and this often put them under considerable amount of stress (Landow, 2006). For instance, due to their multiple roles as students, providers and employees, older students have been found to experience stressors, which inhibit their academic performances (Landow, 2006).
Additionally, good health reflects positive well-being, which is an indicator for optimal psychological functioning and experience (Yi, 2012). Hence, students in good health reflect ‘optimal mental shape’ which allows them to perform to the best of their potential and vice versa (Yi, 2012). And in regards to correlation between stress and students’ economic and financial situations, it has been proven that there is a link between anxiety, depression, poor academic performances and British students with poor financial and economic problems (Vaneeta and David, 2005).
However, while poor economic conditions, financial problems and low socio-economic class are generally associated with stress and poor academic performances, it has been contended that students from affluent families with no financial or economic problems can also experience stressful conditions that can impair their capacity to learn and achieve academic excellence (Blair, 2012). Additionally, research has shown that students that experience stress and stress-related circumstances do not necessarily perform poorly academically (Siraj et. al, 2004). For instance, study into effect of stress on academic performance of medical students indicates that even though stress generally has a negative effect on academic performance of students, medical students on the other hand, are highly resourceful in managing and channelling their academic stress towards good academic performances (Siraj et. al, 2004). Corroboratively, Diwan (2002) claims that stress can positively influence academic performance of students in large number of cases. Besides these aforementioned stressors, it has been argued that nature of courses being taken by students also has significant impact on the level of stress that students experience. For instance, science students have been found to experience more stress than arts students; and commerce students experience more stress than science and arts students (Diwan 2002).
Most of these aforementioned stress and stress-related factors affect students’ academic performances because they directly and indirectly have physiological and psychological effects on student’s well-being. It has been medically explained that stress hormones produced during stressful periods have detrimental effects on human executive functions, which include human’s working memory, self-regulation and cognitive ability (Urdang, 2009). Given that these functions are vital for planning, reasoning, regulating emotions and problem solving, it is fair to say that students’ academic success and performance depend on them. Again, it has been stressed that emotional stress often weaken human’s prefrontal cortex and limit human’s ability to reason and think appropriately (Weiner and Freedheim, 2003:119). While positive emotion supports cognitive development and enhances executive functioning, negative emotions that follow stressful situations often suppress cognitive development and impair executive functioning (Weiner and Freedheim, 2003:119). In essence, stress have been found to negatively affect student’s decision-making, impulsivity, likelihood of making mistakes, interpersonal relationship, productivity and academic performance (Weiner and Freedheim, 2003).
Another view into how stress affects students’ academic performance was provided by the research findings of Lerner and Steinberg (2004) which infers that prolonged stress can lead to psychological responses in an adolescence and damage brain structures and functions – leading to depression, anxiety and anger, all of which can severely affect academic performances of students. However, Lazarus and Folkman (1984) maintains that stress is more of personal perception than responses to stressful stimuli; and that if an individual sees a situation as being stressful, then such a situation will be stressful to the individual.
Despite the prevalent of stress among university students, study shows that if stress is adequately managed, students can still achieve higher academic performances (Siraj et. al, 2004). Hence, in order to produce alleviate stress among students in higher education students should be exposed to various topics such as stress management, decision making in tough situations, team building, and reflective skills (Siraj et. al, 2004). Another research into appropriate intervention procedure for reducing stress among university students indicates that cognitive, behavioural and mindfulness interventions can be adequately use to alleviate stress among university students and improve their academic performances (Regehr, Glancy and Pitts, 2013). However, these approaches have been criticised because they are time consuming; and they are only capable of addressing students’ current problems rather than the underlying causes of the students’ problems (NHS Choices, 2013).
Additionally, good health reflects positive well-being, which is an indicator for optimal psychological functioning and experience (Yi, 2012). Hence, students in good health reflect ‘optimal mental shape’ which allows them to perform to the best of their potential and vice versa (Yi, 2012). And in regards to correlation between stress and students’ economic and financial situations, it has been proven that there is a link between anxiety, depression, poor academic performances and British students with poor financial and economic problems (Vaneeta and David, 2005).
However, while poor economic conditions, financial problems and low socio-economic class are generally associated with stress and poor academic performances, it has been contended that students from affluent families with no financial or economic problems can also experience stressful conditions that can impair their capacity to learn and achieve academic excellence (Blair, 2012). Additionally, research has shown that students that experience stress and stress-related circumstances do not necessarily perform poorly academically (Siraj et. al, 2004). For instance, study into effect of stress on academic performance of medical students indicates that even though stress generally has a negative effect on academic performance of students, medical students on the other hand, are highly resourceful in managing and channelling their academic stress towards good academic performances (Siraj et. al, 2004). Corroboratively, Diwan (2002) claims that stress can positively influence academic performance of students in large number of cases. Besides these aforementioned stressors, it has been argued that nature of courses being taken by students also has significant impact on the level of stress that students experience. For instance, science students have been found to experience more stress than arts students; and commerce students experience more stress than science and arts students (Diwan 2002).
Most of these aforementioned stress and stress-related factors affect students’ academic performances because they directly and indirectly have physiological and psychological effects on student’s well-being. It has been medically explained that stress hormones produced during stressful periods have detrimental effects on human executive functions, which include human’s working memory, self-regulation and cognitive ability (Urdang, 2009). Given that these functions are vital for planning, reasoning, regulating emotions and problem solving, it is fair to say that students’ academic success and performance depend on them. Again, it has been stressed that emotional stress often weaken human’s prefrontal cortex and limit human’s ability to reason and think appropriately (Weiner and Freedheim, 2003:119). While positive emotion supports cognitive development and enhances executive functioning, negative emotions that follow stressful situations often suppress cognitive development and impair executive functioning (Weiner and Freedheim, 2003:119). In essence, stress have been found to negatively affect student’s decision-making, impulsivity, likelihood of making mistakes, interpersonal relationship, productivity and academic performance (Weiner and Freedheim, 2003).
Another view into how stress affects students’ academic performance was provided by the research findings of Lerner and Steinberg (2004) which infers that prolonged stress can lead to psychological responses in an adolescence and damage brain structures and functions – leading to depression, anxiety and anger, all of which can severely affect academic performances of students. However, Lazarus and Folkman (1984) maintains that stress is more of personal perception than responses to stressful stimuli; and that if an individual sees a situation as being stressful, then such a situation will be stressful to the individual.
Despite the prevalent of stress among university students, study shows that if stress is adequately managed, students can still achieve higher academic performances (Siraj et. al, 2004). Hence, in order to produce alleviate stress among students in higher education students should be exposed to various topics such as stress management, decision making in tough situations, team building, and reflective skills (Siraj et. al, 2004). Another research into appropriate intervention procedure for reducing stress among university students indicates that cognitive, behavioural and mindfulness interventions can be adequately use to alleviate stress among university students and improve their academic performances (Regehr, Glancy and Pitts, 2013). However, these approaches have been criticised because they are time consuming; and they are only capable of addressing students’ current problems rather than the underlying causes of the students’ problems (NHS Choices, 2013).
Additionally, good health reflects positive well-being, which is an indicator for optimal psychological functioning and experience (Yi, 2012). Hence, students in good health reflect ‘optimal mental shape’ which allows them to perform to the best of their potential and vice versa (Yi, 2012). And in regards to correlation between stress and students’ economic and financial situations, it has been proven that there is a link between anxiety, depression, poor academic performances and British students with poor financial and economic problems (Vaneeta and David, 2005).
However, while poor economic conditions, financial problems and low socio-economic class are generally associated with stress and poor academic performances, it has been contended that students from affluent families with no financial or economic problems can also experience stressful conditions that can impair their capacity to learn and achieve academic excellence (Blair, 2012). Additionally, research has shown that students that experience stress and stress-related circumstances do not necessarily perform poorly academically (Siraj et. al, 2004). For instance, study into effect of stress on academic performance of medical students indicates that even though stress generally has a negative effect on academic performance of students, medical students on the other hand, are highly resourceful in managing and channelling their academic stress towards good academic performances (Siraj et. al, 2004). Corroboratively, Diwan (2002) claims that stress can positively influence academic performance of students in large number of cases. Besides these aforementioned stressors, it has been argued that nature of courses being taken by students also has significant impact on the level of stress that students experience. For instance, science students have been found to experience more stress than arts students; and commerce students experience more stress than science and arts students (Diwan 2002).
Most of these aforementioned stress and stress-related factors affect students’ academic performances because they directly and indirectly have physiological and psychological effects on student’s well-being. It has been medically explained that stress hormones produced during stressful periods have detrimental effects on human executive functions, which include human’s working memory, self-regulation and cognitive ability (Urdang, 2009). Given that these functions are vital for planning, reasoning, regulating emotions and problem solving, it is fair to say that students’ academic success and performance depend on them. Again, it has been stressed that emotional stress often weaken human’s prefrontal cortex and limit human’s ability to reason and think appropriately (Weiner and Freedheim, 2003:119). While positive emotion supports cognitive development and enhances executive functioning, negative emotions that follow stressful situations often suppress cognitive development and impair executive functioning (Weiner and Freedheim, 2003:119). In essence, stress have been found to negatively affect student’s decision-making, impulsivity, likelihood of making mistakes, interpersonal relationship, productivity and academic performance (Weiner and Freedheim, 2003).
Another view into how stress affects students’ academic performance was provided by the research findings of Lerner and Steinberg (2004) which infers that prolonged stress can lead to psychological responses in an adolescence and damage brain structures and functions – leading to depression, anxiety and anger, all of which can severely affect academic performances of students. However, Lazarus and Folkman (1984) maintains that stress is more of personal perception than responses to stressful stimuli; and that if an individual sees a situation as being stressful, then such a situation will be stressful to the individual.
Despite the prevalent of stress among university students, study shows that if stress is adequately managed, students can still achieve higher academic performances (Siraj et. al, 2004). Hence, in order to produce alleviate stress among students in higher education students should be exposed to various topics such as stress management, decision making in tough situations, team building, and reflective skills (Siraj et. al, 2004). Another research into appropriate intervention procedure for reducing stress among university students indicates that cognitive, behavioural and mindfulness interventions can be adequately use to alleviate stress among university students and improve their academic performances (Regehr, Glancy and Pitts, 2013). However, these approaches have been criticised because they are time consuming; and they are only capable of addressing students’ current problems rather than the underlying causes of the students’ problems (NHS Choices, 2013).
Additionally, good health reflects positive well-being, which is an indicator for optimal psychological functioning and experience (Yi, 2012). Hence, students in good health reflect ‘optimal mental shape’ which allows them to perform to the best of their potential and vice versa (Yi, 2012). And in regards to correlation between stress and students’ economic and financial situations, it has been proven that there is a link between anxiety, depression, poor academic performances and British students with poor financial and economic problems (Vaneeta and David, 2005).
However, while poor economic conditions, financial problems and low socio-economic class are generally associated with stress and poor academic performances, it has been contended that students from affluent families with no financial or economic problems can also experience stressful conditions that can impair their capacity to learn and achieve academic excellence (Blair, 2012). Additionally, research has shown that students that experience stress and stress-related circumstances do not necessarily perform poorly academically (Siraj et. al, 2004). For instance, study into effect of stress on academic performance of medical students indicates that even though stress generally has a negative effect on academic performance of students, medical students on the other hand, are highly resourceful in managing and channelling their academic stress towards good academic performances (Siraj et. al, 2004). Corroboratively, Diwan (2002) claims that stress can positively influence academic performance of students in large number of cases. Besides these aforementioned stressors, it has been argued that nature of courses being taken by students also has significant impact on the level of stress that students experience. For instance, science students have been found to experience more stress than arts students; and commerce students experience more stress than science and arts students (Diwan 2002).
Most of these aforementioned stress and stress-related factors affect students’ academic performances because they directly and indirectly have physiological and psychological effects on student’s well-being. It has been medically explained that stress hormones produced during stressful periods have detrimental effects on human executive functions, which include human’s working memory, self-regulation and cognitive ability (Urdang, 2009). Given that these functions are vital for planning, reasoning, regulating emotions and problem solving, it is fair to say that students’ academic success and performance depend on them. Again, it has been stressed that emotional stress often weaken human’s prefrontal cortex and limit human’s ability to reason and think appropriately (Weiner and Freedheim, 2003:119). While positive emotion supports cognitive development and enhances executive functioning, negative emotions that follow stressful situations often suppress cognitive development and impair executive functioning (Weiner and Freedheim, 2003:119). In essence, stress have been found to negatively affect student’s decision-making, impulsivity, likelihood of making mistakes, interpersonal relationship, productivity and academic performance (Weiner and Freedheim, 2003).
Another view into how stress affects students’ academic performance was provided by the research findings of Lerner and Steinberg (2004) which infers that prolonged stress can lead to psychological responses in an adolescence and damage brain structures and functions – leading to depression, anxiety and anger, all of which can severely affect academic performances of students. However, Lazarus and Folkman (1984) maintains that stress is more of personal perception than responses to stressful stimuli; and that if an individual sees a situation as being stressful, then such a situation will be stressful to the individual.
Despite the prevalent of stress among university students, study shows that if stress is adequately managed, students can still achieve higher academic performances (Siraj et. al, 2004). Hence, in order to produce alleviate stress among students in higher education students should be exposed to various topics such as stress management, decision making in tough situations, team building, and reflective skills (Siraj et. al, 2004). Another research into appropriate intervention procedure for reducing stress among university students indicates that cognitive, behavioural and mindfulness interventions can be adequately use to alleviate stress among university students and improve their academic performances (Regehr, Glancy and Pitts, 2013). However, these approaches have been criticised because they are time consuming; and they are only capable of addressing students’ current problems rather than the underlying causes of the students’ problems (NHS Choices, 2013).

3.0 Methodology
This section reviews research approach that will be used to carry out the research. It also explores how the data will be collected and analysed.
Qualitative research method will be used to carry out this research. This is because qualitative research approach allows systematic and empirical exploration of a social issue through statistical or computational ways (Given, 2008). This bodes well with the proposed study because huge amount of data are expected to be collected from the research participants and mathematical analysis will be used to establish a correlation between students’ academic performances and stress and stress-related factors. The main objective of a quantitative research is to develop a mathematical model, hypothesis regarding a social phenomenon (Given, 2008), such as impact of stress on students’ academic performances.
Typical example of such theory or mathematical model, which suits the proposed research, is:

Where y represents a dependent variable; x represent an independent variable; and β represents regression co-efficient. This equation indicates that y is a linear combination of various parameters and independent variable x. Hence, with regression co-efficient known and right hypothesis or assumption already posited, values of y can be predicted if values of x are known.

3.2 Research Procedure
The research will take place at a particular department at University of East London, London. Thirty students of this particular department will be approached by the researcher and asked if they could spare few minutes to fill out a survey. All the appropriate consents will be sought prior to commencement of the survey, and participants will be asked to read and sign a consent form for confidentiality purpose. The signed consent form as well as the students’ responses to the survey will be protected to ensure their confidentiality and anonymity.
Data Collection
Questionnaires will used to collect the data for the research. This is because questionnaires can be effectively designed to collect detailed and focused information from a research participant (Wilkinson and Bingham, 2003). For this proposed research, questionnaires will be designed to collect demographic information such as age, gender, from the research participants. To collect the data relating to stress factor survey, the questionnaires will be designed to seek answers to the classes that students took the previous semester, marks they obtained; and select (out of the list provided) three factors that contributed to their marks either positively or negatively. The provided list will consist of the stress-related factors already discussed in the literature review. To establish how students can alleviate stress and improve their academic performances, the questionnaires will also be designed to seek answer to stress coping strategies considered as effective by the students.
Data Analysis
To analyse the data collected from the students, the researcher will create a Perceived Stress Scale to measure the degree to which situations in each of the participant’s life can considered as stressful. A higher score on the scale will indicate that a particular participant is highly stressed during the semester under consideration. The stress level of each of the participants will then be compared with their average GPAs for the courses they took in the specific semester.
Findings/Discussions
The researcher hypothesise that a higher score on the students’ Perceived Stress Scale will infer that such students are experienced chronic stress during the specific semester and such students; GPA should henceforth be low

References
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Hall, K. (2005)
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Given, L M. (2008). The Sage encyclopedia of qualitative research methods. Los Angeles, Calif.: Sage Publications
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Langan-Fox, J. and Cooper, C.L (2011) Handbook of Stress in the Occupations. Cheltenham, UK: Edward Elgar Publishing Limited.
Lazarus, R.S and Folkman, S. (1984) Stress, Appraisal and Coping. New York, NY: Springer-Publishing Co. Inc.
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Rao, A.S (2008) Academic Stress and Adolescent Distress: The experiences of 12th Standard. Ann Arbour, MI: Pro Questt LLC.
Regehr, C., Glancy, D and Pitts, A. (2013) Interventions to reduce stress in university students: a review and meta analysis, Journal of Affective Disorder, 48(1) pg: 1-11
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