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Asian Journal of Education and Social Studies, 2581-6268,Vol.: 2, Issue.: 3

Original-research-article

Too Much Academic Stress: Implications on Interpersonal Relationships and Psychological Well-being among Final Year University of Ghana Students

 

Isaac Nti Ofori1*, Prince Addai2, John Avor3 and Mame Gyanba Quaye4

1Department of Psychology, Zenith University College, Box TF 511, Trade Fair, Accra, Ghana.

2Department of Industrial Psychology, University of Fort Hare, P/B X1314, Alice, 5700, Republic of South Africa.

3Teaching Staff, Vine Christian School, Box KD 714, Kanda, Accra, Ghana.

4University of Ghana Hospital, Box LG 79, Legon, Accra, Ghana.

Article Information

Editor(s):

(1) Mohan Sunkad, Assistant Professor, Department of Community Medicine, School of Medical Sciences, University Sains Malaysia, India Offshore Campus, Belgaum.

Reviewers:

(1) Sreehari Ravindranath, Rajiv Gandhi National institute of Youth Development, India.

(2) Wasantha Rajapakshe, Sri Lanka Institute of Information Technology, Sri Lanka.

(3) Nancy Maynes, Nipissing University, Canada.

Complete Peer review History: http://www.sciencedomain.org/review-history/26016

Abstracts

Academic stress is endemic in tertiary institutions. It has the propensity to affect well-being and interpersonal relationships of students. The study adopted the cross-sectional survey design to assess the influence of academic stress on interpersonal relationships and psychological well-being among final year students at the University of Ghana. Two hundred final year students participated in the study through the use of the convenient sampling technique. The Student Academic Stress Questionnaire, Ryff Psychological Well-Being Scale and the Interpersonal Solidarity Scale were used in data collection. The multivariate analysis of variance [MANOVA] was used in data analysis. The results indicated that students who perceived lower levels of academic stress had good interpersonal relationships and higher levels of psychological well-being than students who perceived higher levels of academic stress. There were no significant gender differences in levels of interpersonal relationships and psychological well-being. The findings imply that to improve the well-being and levels of interpersonal relationships among students, academic stress must be reduced to the barest minimum.

Keywords :

Gender; academic stress; interpersonal relationships; psychological well-being.

Full Article - PDF    Page 1-7

DOI : 10.9734/AJESS/2018/43193

Review History    Comments

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