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The Relationships between Self-concept, Stress and
Academic Achievement among Second Year Robe
College Students
Kefyalew Kebebe1
Madda Walabu University, College of Education and Behavioural Studies,
Department of Psychology, Bale Robe, Ethiopia
Abstract
The major purpose of this study was to investigate the relationships among self-concept, stress and students` academic achievements in
Robe College of Teachers Education. In order to attain the basic research questions and objectives of the current stud, a descriptive
survey research design was employed. The data were collected through two major types of self-report questionnaire developed from
(Lampert, 2007, self-concept scale and Petroff & Linda 2008, stress check list). Regarding academic achievement, students’ CGPAs were
collected from office of the registrar. Among 723 target population, 252 participants were selected based on stratified random sampling.
Analysis and findings was based on the responses of 241 respondents. With respect to analysis, descriptive statistics such as frequency
count, range, mean, standard deviation and correlation coefficient were employed. Moreover independent t-test was also used to
investigate gender difference. The current study revealed that, significant symptoms of self-concept and stress were observed; the study
identified that more than two-third of students was under stressed, With regard to the relation of self-concept was significantly and
positively related with academic achievement (.611). However, self-concept was significantly and negatively correlated with stress (-
.493). The finding also showed that stress was significantly and negatively correlated with academic achievement ((-.707) and played a
dominant role in influencing academic achievement. Moreover, the recent study results indicated that there were significant gender
differences in self-concept and stress, in favoring male students were significantly better than the female students and also female
students were more affected than male students by stress.
Key words: Academic achievements, Self-concept, Stress
Introduction
Self-concept is a self-understanding and currently applicable to one’s attitudes and traits. Self-concept is broad in cognitive description of
one's attributes and affective evaluation of it (Choi, 2005; Lampard, 2007; Jamaludin, 2011,). Bong and Clark (1999) also defined self-
concept as all of information that an individual possesses about his/her own self and which has an impact on students` academic
achievements. Moreover, academic self-concept is a cognitive aspect of one’s self and dynamic multidimensional construct with regard to
academic function (Choi, 2005; Malik, Fatima, Ch, 2016).
Different scholars defined stress of mental or emotional tension and also as a number of usual reactions of the body i.e. mental,
emotional, physiological intended for self-hesitation. Stress can face in different ways on which it exist an individual’s daily life. Stress is
a body reaction in both neurologically and psychologically, to adapt to a new situation (Petroff, 2008; Elias, Ping, Abdullah, 2011). Stress
had a negative impact on academic success of college students (Andrews & Wilding, 2004). From this one can infer that, if students have
faced stress, they would not score good result. Stress can be negatively affect individuals, when an individual negatively perceived it
(Kumari, Gartia, 2012). Struthers, Perry, & Menec, 2000; Andrews & Wilding, 2004; Siraja & Hasan, 2012 found that stress in academic
situation can have a positive consequence on academic performance.
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An academic achievement is the outcome of education students apprehend at school, university or college in class, in a laboratory, library
or fieldwork. In general, academic achievement is defined as a student’s academic performance in school, college/University (Chen and
Thuen, 2007). Chen and Thuen (2007) explored that students’ ability to identify with positive academic qualities and to establish
educational goals related to high scholastic achievement but many students are unable to identify with the qualities associated with
successful academic achievement due to low academic self-concept. Academic achievement generally refers to how well a student is
accomplishing his or her tasks and studies. The most well-known indicator of academic achievement, grades is the student's 'score' for
their classes and overall performance.
However, some researchers indicated that high self-concept and absence of stress could not increase an academic achievement in a direct
but it may increase an indirect way (Eweniyi, 2009; Umari, 2012; Jeffreys, 1998). This indicates that self-concept and absence of stress
have not positive relationship with academic achievements. Jeffreys (1998) defined that the more challenging the goals are the more
motivation they stimulate. So this infers that low self-concept does not affect students` academic achievements and it has not a positive
relationship with academic achievements. As a result this study tries to examine this difference.
Self-concept, stress and academic achievement are the main concern of this study. Because of this higher institution should have to take
practical measurement to alleviate low self-concept and stress which affect their academic achievement. Unless, students are not able to
normalize their state of mind to maximize their potential against challenges, they could face many problems in college (Jibril, 2012).
Other scholars also recommend that with its multiple systems support of academic achievement in higher institutions should have to assist
(Kassahun, 2002, Yusuf, 1998). Because of the above reasons, low self-concept and stress make students` not to score good result.
Similarly these problems widely manifested in Robe College of Teachers` Education.
According to the charter of the colleges (2013), students` academic probation, each student has to score cumulative GPA 2.00 and above
to survives in college for each semester. If students couldn’t score 2:00 they dismissed from the college. This lead the students again add
psychological fear and stress (Akomolafe, 2013; Kajian, 2006; Marcer & Marcer, 1988). This clearly indicates that low academic
achievement of the learners expose them for high psychological disturbance. Additionally, students who earn “D” or “F” become under
survival and become warned/ dismissed from the college. The same situations were observed in Robe College especially in relation with
their achievements. Each year below pass achievers were numerous and stopped their education. For instance, in 2015 the number of
dismissals, warned and border achievers were 280/950; in 2016, 253/700; in 2017, 235/600 and in 2018, 223/550 candidates. From these
the numbers of dismissals were 263; warned and border achievers were 728. These require immediate solution from the institution to run
fast with the quality of education programmed as the country and it needs to assess the Relationship between Self-concept, stress and
Academic Achievement.
Research Questions
The research was intended to answer the following research questions.
What are the positions of students’ self-concept and stress among students?
What are the relationships between self-concept, stress and academic achievements among students?
Is there a gender difference in academic self-concept and stress among students?
Research Methods
The following procedure was used to carry out the study:
Research Design
To investigate the relationship between self-concept, stress and academic achievement, the researcher employed quantitative method. To
overcome a descriptive survey design was employed. Descriptive survey helps to figure out what exists at present by determining nature
and existing situation of the issues under the study in quantitative data collected through questionnaire (Kothari, 2004).
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Population and Sampling
The target population of the study conducted was: 2018/2019 second year regular students, total number of 723 of four streams (Natural
Science & math, Language, Social Science, and Aesthetics and physical education). From these target population, the number of sample
respondents was determined using Krejcie and Morgan (1970) suggestion. Using the above scholars’ suggestion among 723 target
population 252 (34.85%) students were identified as sample size. However, analysis and findings of the current study was based on the
241 respondents to the questionnaire. The students were selected using stratified random sampling technique to fill out the questionnaire.
The detailed descriptions were illustrated in table 1.
Table1. Population and the Sample by Stream
No Stream Population Sample
Correctly
Responded
M F Total M F Total % Count %
1 Natural science and
mathematics 197 297 494 65 103 168 34.01 161 95.83
2 Social Science 15 33 48 6 15 21 43.75 20 95.24
3 Language 26 75 101 10 25 35 34.65 33 94.29
4 Aesthetics and physical
education 29 51 80 11 17 28 35.00 27 96.43
Total 267 456 723 92 160 252 34.85 241 95.63
Data Collection Instruments
In this study, the main instruments used in the study were questionnaires.
Questionnaires: In this study two different questionnaires were used in two parts. These questionnaires were on academic self-concept
and academic stress which were prepared for students self-report to measure their academic performance (CGPA) using four point Likert
Scales and check list respectively.
Academic Self-concept: symptoms items were adopted from (Jibril, 2005; Lampert, 2007). It consisted 14 items. Academic stress:
symptoms items were adopted from (Petroff & Linda, 2008). It consisted 15 items.
The average scores of 2nd year students’ Cumulative Grade Point Average (CGPA) of consecutives three semesters for each student were
collected from registrar offices of the college involved in the study to measure academic achievement.
Data Analysis Procedure
Quantitative data obtained through questionnaire were checked and organized with respect to the objectives and basic research questions.
Analysis was made using descriptive statistics (Frequency, percentage, mean, range and standard deviation) and Pearson correlation was
also used to measure the relationships between students` academic performances and the two variables. It also used to examine difference
between male and female students` responses for the two variables. Moreover, independent sample t-test was also employed to test the
significance level of differences observed on self-concept, stress and gender differences in particular. In this regard the SPSS v-20 was
used to facilitate the organization and facilitation of analysis and interpretation of the data using tables and charts.
Data Analysis and Discussion of the study The collected data were organized, tabulated and analyzed by using frequency, percentage, mean, range, standard deviation, correlation,
and t-test to achieve the objectives and research questions. Analysis and findings of the current study was based on the responses of 241
respondents to the questionnaire. The results were interpreted and discussed. This part also discussed about background information of
the respondents; which includes about sex, age, stream, and academic achievement (CGPA) of the students.
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Respondents’ Background Information Table2. Information Related to Background of the Respondents in terms of Sex, Age, and Streams
Items Count %
Academic Streams
Natural Science & Mathematics 161 66.80
Social Science 20 8.30
Language Stream 33 13.69
Aesthetics & Physical Education 27 11.20
Total 241 100
Sex
Male 88 36.51
Female 153 63.49
Total 241 100
Age
18-20 years 180 74.69
21-23 years 43 17.84
24-26 years 13 5.39
Above 27 years 5 2.07
Total 241 100
Table 2 shows that, the majority of the respondents were female (63.49%). Male respondents were (36.51%). The presences of high
percent of female respondents were observed. This was associated with the quota allocated by the government for female candidates
during the selection of college entrant. In relation to this, a guideline for selection of diploma level teachers for pre-service training
program allowed large number of female candidates (more than 60%) to join teachers education colleges in Oromia ( Education Bureau,
August 2018). In terms of academic streams; among the four streams the majority of the students were from Natural Science and
Mathematics stream (66.80%). The remaining students were almost equally represented from the three streams; in that, from Language
(13.69%), from Aesthetics and Physical Education (11.20%), and from Social Science stream (8.30%). In comparison to population of the
respondents; they rationally represented each stream to respond the questionnaire. Most of the students were from Natural Science and
Mathematics stream (70%) of the college.
Figure1. Number of Respondents’ in terms of their Academic Achievements (CGPA) (N=241)
Figure 1shows that about CGPA, more than half of the students’ (57.26%) academic achievement was found below 2.50 CGPA. Among
these, 15.77% of the students’ were with lowest CGPA (below 2.00). On the contrary; students who achieved highest academic
performance, that is above 3.50 CGPA account only for 6.22%. More than half of the respondents were scored less and border achievers.
These may be due to selection problem i.e. while recruiting, low achievers selection or recruiting, absence of guidance and counseling
orientation on psychological problems like low self-concept and stress (Ayele, 2012, Akomolafe, 2012; Gupta and Jamaludin & Mazil,
2011). The result of this study was also the same with similar study done in Belgium (Lampert, 2007). Low achievers responded as they
had low self-concept and on the contrary high achievers have high self-concept and low achievers have low self-concept.
15.77
41.49
26.97
12.03
3.73
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
1.51-2.00 CGPA 2.01-2.50 CGPA 2.51-3.00 CGPA 3.01-3.50 CGPA 3.51-4.00 CGPA
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Students’ Academic Self concept
Table3. Respondents Responses on Self-Concept Items
No Items Mean
(N=241) SD Ranks
1 Being college student is a very rewarding experience 2.29 0.926 14
2 If I try hard enough, I will be able to get good grades 2.90 0.819 1
3 Most of the time my efforts in college are rewarded 2.63 0.781 10
4 I feel I am a capable student 2.69 0.756 6
5 Others consider me as clever student at academic ability 2.65 0.804 9
6 Most of my instructors think that I am a good student 2.77 0.818 5
7 I am proud of my grades in college 2.55 0.718 12
8 Most of the time while taking a test I feel confidence 2.61 0.854 11
9 Most of exams are easy for me 2.67 0.636 7
10 I have a fairly clear sense of my academic goals 2.85 0.776 3
11 I consider myself as a very good student 2.86 0.771 2
12 I usually get the grades I deserve in my courses 2.54 0.707 13
13 I feel that I am better than the average college students 2.80 0.783 4
14 I feel I have good knowledge of the courses in my major area 2.67 0.912 8
All items 2.68 0.807
Table 3 shows the agreement of respondents for self-concept was a 2.68 mean score out of four point scales. Among the items of self-
concept top five items identified by students were associated with aspiration of them to have better academic results and comfortable life
at academic environment. Whereas, the items of self- concept identified as the least items of self-concept related with, lack of confidence
on their academic achievement, negative attitude toward college and grades they registered during the recent past three semesters of their
college life.
Figure2. Students’ Self-concept and Academic Achievements (CGPA) (N=241)
The data in figure 2 clearly shows that, as the number of students’ positive agreement for self-concept items increases, their possibility of
having better grades also increased. Similarly when strong agreement of students for self-concept items increased the number of students
with highest grade also increased. In other words, as the disagreement of students for self-concept items decreases their academic
achievements have been increasing.
2.07
16.21 17.03
28.33
34.13
12.78
4.29 4.182.71
0.79
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
Strongly Agree Strongly Disagree
15.79
36.86
55.4948.77
47.62
69.36
42.64
23.3020.20
17.46
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
Agree Disagree
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In general students self-report for self-concept items show that, positive association of better achiever students with self-concept items
and disagreements of students with lower CGPA to self-concept items; in that they would be affected by their level of self-concept. The
result of this study was also the same with similar study done in Putra Malaysia (Hassen, Sahrnavard, 2012). Low achievers responded as
they had low self-concept and high achievers had high self-concept.
Students’ Academic Stress on Academic Achievement
Table4. Respondents Responses on Items of Academic Stress (N=241)
No Items YES NO I don't know
# % # % # %
1 I was bothering about things that shouldn`t bother 136 56.43 86 35.68 19 7.88
2 I felt fearful 141 58.51 97 40.25 3 1.25
3 My sleep was changed; I sleep badly 129 53.53 109 45.23 3 1.25
4 I was not feeling happy 159 65.97 78 32.37 4 1.66
5 I felt lonely 133 55.19 105 43.57 3 1.25
6 I felt sad 117 48.55 102 42.32 22 9.13
7 I feel I had, difficulty in finding friends 144 59.75 96 39.83 1 0.42
8 I was easily quarreled with my friends and others 132 54.77 93 38.59 16 6.64
9 I had poor recall of learned concepts 119 49.38 105 43.57 17 7.05
10 I often spoke lonely 157 65.15 80 33.19 4 1.66
11 Decline in personal health 146 60.58 72 29.88 23 9.54
12 I was suffering from daily workload/study 175 72.61 56 23.24 10 4.15
13 I had fear of attending classes 91 37.76 142 58.92 8 3.32
14 I was evolving in a serious argument with instructor 140 58.09 95 39.42 6 2.49
15 I get confused of living conditions 140 58.09 97 40.25 4 1.66
All items 56.96 39.087 3.956
The data illustrated in table 4 shows that, 12 items among the 15 items of stress listed in this table were responded “Yes” by more than
50% of the respondents. Students have been suffering on daily study workloads (72.61%); they usually felt unhappy (65.97%); most
students often spoke lonely (65.15%); their personal health is declining (60.58%), and they faced difficulty in finding friends among their
peers (59.75%) were among highly responded items related to academic stress among students in the college. On the other hands items
like; fear of attending classes (37.76%) and feeling sad (48.55%) were not agreed by most respondents. The result of this study was also
the same with similar study done in college of education (Petroff & Linda, 2008; Siraja, Salam, Roslan, Hasan & Othman, 2012). Large
number of respondents (63.49%) responded as they had academic stress. The finding of this study was also the same with similar study
done in America (Misra & Castillo, 2004). So more than two third of students in Robe College were academically stressed. These indicate
that the college was not giving training on these issues.
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Figure3. Stress and Students’ Academic Performances (CGPA) (N=241)
The data in figure 4 shows relative level of academic stress and academic achievements. However, the relative level of stress among
students with lower academic achievements (1.51-2.00 and between 2.01 to 2.50 CGPA) was high (82.19% and 72.24% respectively). On
the contrary the relative level of stress among students with 3.51 and above CGPA was found at the lower level (30%) of all students
respondents. The figure 4 further showed inverse relationship between stress and academic achievements of the students; in that, as the
relative level of stress increased among students, their academic performances (CGPA) considerably decreased. It increases from 30%
among students with 3.51 and above CGPA to 52.99% among students who achieved 3.01 to 3.50 CGPA. Further, it increased from
58.90% (among students with 3.01 to 3.50 CGPA) to 72.24% (for students with 2.51 to 3.00 CGPA); and reached at 82.19% among
students with less than 2.00 CGPA.
Figure4. Academic Performance among Stressed and Unstressed Students’ (N=241)
Concerning the level of stress WHO (2008), argued that if an individual’s self-report result for items of stress is above 50%; the
individual is assumed to be stressed. On the base of WHO (2008) arguments and suggestions, the results of students` self-report showed
that, among 241 student respondents 167 (69.29%) of them were found under stressed conditions. Only 30.71% were considered to be
free from stress.
Moreover, students’ responses for items related to stress were further calculated; among stressed and unstressed students` in relation to
their academic achievement (CGPA) and presented in figure 4; the variations of academic achievements were demonstrated between
stressed and unstressed students. The number of stressed students increases as the category of academic achievements decreases. The
majority of stressed students (56.29%) academic achievement was found between 2.01 to 2.50 CGPA. Next to this, 20.96% of stressed
students’ academic achievement was below 2.00 CGPA. Moreover, the number of stressed students with 2.50 to 3.00 CGPA was 19.76%.
Furthermore, only 3% of stressed students achieved 3.00 and above CGP. On the other hand the percentage share of unstressed students
with the category of academic performances increases from 4.05% at 2.00 CGPA to 45.95% at 3.01 to 3.50 CGPA. However, certain
82.19
73.24
58.90
52.99
30.00
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
1.51-2.00 2.01-2.50 2.51-3.00 3.01-3.50 3.51-4.00
20.96
56.29
19.76
2.400.604.05
8.11
22.97
45.95
18.92
0.00
10.00
20.00
30.00
40.00
50.00
60.00
1.51-2.00 CGPA 2.01-2.50 CGPA 2.51-3.00 CGPA 3.01-3.50 CGPA 3.51-4.00 CGPA
Stressed Students unstressed Students
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decline in number of unstressed students was observed in achieving above 3.50 CGPA. It declines from 45.95% to 18.92%. This may be
resulted because of factor other than stress like students` academic background.
When the relative level of stress and academic achievement of the students was compared, stress was observed among all students
regardless of their academic achievements. However, the relative level of stress among students with lower academic achievements was
high than better academic achievers. The finding of this study was also the same with similar study done in America (WHO, 2008;
Lazuras & Folkman, 1984).This further showed an inverse relationship between stress and academic achievements of the student; in that,
as the relative level of stress increased among students, their academic performances (CGPA) considerably decreased.
The Relationship between Self-concept and Stress on Academic Achievements
To examine the relationship between self-concept, stress and academic achievement the following table 5 &6 showed as:
Table5. Summary of Descriptive Statistics: Self-concept, Stress and Students’ Academic Achievement
Psychological Variables and Students’
Academic Achievements N Mean
Std.
Deviation
Std.
Error
95% Confidence Interval
for Mean
Lower Bound
Upper Bound
Self-concept
1.51-2.00 CGPA 38 2.071 .2047 .033 2.004 2.139
2.01-2.50 CGPA 100 2.650 .4000 .040 2.571 2.729
2.51-3.00 CGPA 65 2.854 .3494 .043 2.767 2.940
3.01-3.50 CGPA 29 3.027 .2641 .049 2.927 3.128
3.51-4.00 CGPA 9 3.151 .2327 .078 2.972 3.330
Total 241 2.678 .4528 .029 2.620 2.735
Stress
1.51-2.00 CGPA 38 3.288 .5123 .083 3.119 3.456
2.01-2.50 CGPA 100 2.929 .4511 .045 2.840 3.019
2.51-3.00 CGPA 65 2.356 .4819 .060 2.236 2.475
3.01-3.50 CGPA 29 2.120 .4596 .085 1.945 2.294
3.51-4.00 CGPA 9 1.200 .3300 .110 .946 1.454
Total 241 2.669 .6689 .0431 2.584 2.754
The results of the table 5 indicated that: concerning self-concept and students’ academic performances (CGPA); highest mean score
(3.15) was demonstrated among students with high CGPA (3.51 and above); and the lowest mean score (2.07) among students with lower
CGPA (less than 2.00) with a range of 1.08 mean scores. The finding of this study was also the same with similar study done in Virginia
(Worley & Thuen, 2007).
Table6. Pearson Correlation Results between Self-concept, Stress and CGPA (N=241)
Factors Self-concept Stress
Stress Correlation -.493**
CGPA
Correlation .611** -.707**
** Correlation r (241) is significant at the 0.01 level (2-tailed)
Self-concept was positively correlated with Academic Achievement: Table 6 shows that was a positive relationship between the two
variables (r = .611). It was found that when a student possessed high academic self-concept, he/she was more likely to increase in
academic achievement. The finding is corroborated with the study conducted by (Honora, 2002; Akomolafe, 2010), where they found a
significant positive relationship between self-concept and academic performance of college students.
Stress Was Negatively Correlated With Academic Achievement: Table 6 illustrated that there was a negative relationship between
the two variables (r = -.707). It was found that when students possessed high a stress, they were more likely to decreases in academic
achievement and tended to achieve a lower grade. The result showed an inverse relationship with academic achievements of the students.
The finding of this study was also the same with similar studies done by (Lazuras & Folkman, 1984; Struthers, Perry, & Menec, 2000).
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Stress Was Negatively Correlated with Self-concept: As illustrated in table 6, among the two Psychological variables; stress was
negatively correlated with self-concept. The correlation result (r = -.493) also shows moderate degree of a relationship between stress and
students self-concept at 0.01 level of confidence. Moreover, Pearson correlation coefficient calculated between self-concept, stress and
academic achievements of the students showed the presence of significant relationship between them.
To sum up, self-concept and academic stress difficulties are found in the college in case of second year, but the students` guidance and
counseling office was not presented to intervening the prevailing psychological difficulties of the students as the study result indicated
from different angles.
Results and Discussion of Gender Differences among College Students
To identify gender differences in academic self-concept, stress and CGPA with sex was analyzed using students responses provided for
all items of the variables.
Table7. Self-concept, Stress and CGPA by Sex of the respondents (N=241)
Factors Sex N Mean SD All respondents
Mean SD
Self-concept
Male 88 2.79 .380
2.68 .453 Female 153 2.61 .479
Female 153 2.33 .625
Stress Male 88 2.35 .571
2.67 .669 Female 153 2.85 .654
CGPA Male 88 2.95 1.124
2.46 1.016 Female 153 2.18 .831
Among the two psychological variables, the mean score for male students 2.79 shows slight differences in self-concepts from female
students (2.61 mean score). However, when stress is compared between male and female students; the mean score for female students
(M=2.85, SD=0.654) was greater than male students (M=2.35, SD=0.571). In addition, greater differences were reflected between male
and female students’ academic achievements (CGPA). The mean score for male students (M=2.95, SD=1.124) was higher than fema le
students (M=2.18. SD=0.831) level of academic achievements. The finding of this study was also the same with similar study done in
Albania (Abrham , 2012).
Table8. Self-concept, Stress and CGPA: t-test results by sex of the respondents (N=241)
Psychological
variables
Levene’s Test for
Equality of Variances t-test for Equality of Means (2-tailed)
F Sig. T Df Sig. Mean
Diff.
Std.
Error
Diff.
95% Confidence
Interval of the Diff.
Lower Upper
Self-concept 16.075 .000 3.024 239 .003 .1802 .0596 .0628 .2975
3.216 215.643 .001 .1802 .0560 .0696 .2906
Stress .389 .533 -5.983 239 .000 -.5004 .0836 -.6651 -.3356
-6.205 201.887 .000 -.5004 .0807 -.6594 -.3414
CGPA 11.478 .001 6.085 239 .000 .772 .127 .522 1.021
5.619 142.255 .000 .772 .137 .500 1.043
* t-test is significant at the 0.05 level (2-tailed); the table value at the 0.05 level is 1.960, & at the 0.01 level is 2.576
Concerning the differences observed between male and female students reports about the self-concept and stress; the results of tables 7 &
8 indicated that, male students (M = 2.79, SD = 0.380) reported significantly higher levels of self-concept than female students (M = 2.61,
SD = 0.479), (t (239) = 3.024, p<0.05). This demonstrated that, statistically there were significant differences between male and female
students.
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Concerning stress, the mean scores for male (M=2.35, SD=0.57); for female (M=2.85, SD=0.65) and the calculated t-test value (t (239) =
-5.98, p< 0.05), showed statistically significant differences between them. From this, we can infer that male and female students were not
equally stressed about their academic achievements in the college. In relation to academic achievements (CGPA) the mean scores for
male students (M=2.95, SD=1.12); for female students (M=2.18, SD=0.83); and the calculated t-test value (t (239) =6.08, p<0.05) reviled
that, statistically there was significant differences between them. These data showed that, male students were much better than that of
female students in their academic achievements in the college. Moreover, according to the overall data illustrated in table 8 (including
mean differences of each factors), significantly higher differences between male and female students were observed concerning their
academic achievements (mean differences was 0.77). Moreover, among the two Psychological factors, significantly greater differences
between male and female students’ responses were identified concerning stress (mean differences was -0.55); and on the other hand,
relatively lower level of differences was reflected between male and female students of the college regarding self-concepts (mean
differences was 0.18).
The outcome descriptive statistic, the mean scores and independent sample t-test, results showed that the male participants were
significantly different in their academic self-concept and less academic stress from the females who were participated in the study. The
current study result is also consistent with the research works of (Jamaludin & Mazil, and Jibril, 2012), whose works found gender
differences in the students` self-concept and less stress implying male students to posses’ better academic achievements than female
students. From the findings female students were more affected by stress than male students and highly stressful among second year
students in Robe College of Teachers Education.
Conclusions
Regarding Academic performance, more than half of the respondents have scored low CGPA. The finding showed that, students` with
low self-concept were scored less CGPA and students` with high self-concept were scored high CGPA. Regarding stress, more than two-
third of the students were under stressed conditions. This showed that most students were under stressed and affected by it which made
them scored low result on their academic achievements in the college.
With regard to relationship, self-concept with students’ academic performance was increased correspondingly with an increase result of
students’ academic performances. As students` self-concept increased; students` academic achievements also increased. There was a
positive relationship between students` self-concept and academic achievements. Concerning stress; there was an inverse relationship
with academic achievements. Stress was decreased with an increase academic performance of the students; and large differences were
observed between students with low academic achievers and high academic achievers. This indicated that as stress increases, students`
academic achievement decreases; on the contrary to this, as students` stress decreases, students` academic achievement were inversely
increases and negatively correlated. Students` self-concept, stress and students’ academic achievements were correlated and statistically
significant. When students’ self-concept was positively correlated with academic achievement but stress was negatively correlated with
academic achievement. This clearly revealed that, if the level of stress was improved among students; their academic self-concept and
performance will be increased. Stress was a more dominant in influencing academic achievement of college students than self-concept.
Concerning gender differences, there was slight difference on self-concept between male and female students. However, female students
were more affected by stress than male students. Moreover, greater differences were also reflected between male and female students’ in
academic achievement (CGPA). Male students were scored higher academic achievement than female students. In addition, from t-test,
male students were significantly higher in self-concept than female students. Concerning stress, there were significant differences
between male and female students. This infers that male and female students were not equally stressed about their academic achievements
in the college; female students were significantly experienced greater stresses than male students.
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Recommendations
On the basis of the findings and conclusions of this study, the following recommendations were forwarded:
In order to rationally manage students’ low self-concept and stress among second year students; it is advisable if the college prepare and
give training on life skills. The college and Oromia Educational Bureau (OEB) should establish and strengthening guidance and
counseling office which provides services for students. It is advisable if academic commission(AC) members and teachers working
closely with students get training on methods of identifying stress symptoms and treating students` with stress that helps to change the
current academic stress.
In order to improve the impact of low self-concept and stress of students` on their academic achievements: it is strongly recommended to
conduct awareness creation training for students` by the college. The training should include topics: on basic concepts of self-concept,
stress; and effects of these variables on the academic achievements on individual student`s; on techniques of coping these variables; and
others. Additional support should be provided for female students to increase their self-concept and reduce stress. These are especially
with due concern of gender unit.
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