The Impact of Self-Esteem, Academic Self-Efficacy and Perceived Stress on Academic Performance: A Cross-Sectional Study of Saudi Psychology Students
The Impact of Self-Esteem, Academic Self-Efficacy and Perceived Stress on Academic Performance: A Cross-Sectional Study of Saudi Psychology Students

Summary/Abstract: Self-esteem, academic self-efficacy, perceived stress, and preferredlearning styles have been linked to academic performance. Investigation of therelationships between these variables has mainly occurred with medical anddental tertiary students in Saudi Arabia, but no previous study has focused onpsychology students. The main purpose of the current study was to assessstress levels and preferred learning styles, and examine the relationshipsbetween self-esteem, academic self-efficacy, perceived stress, and academicperformance among a cohort of psychology students in Saudi Arabia.Participants were 214 psychology students from Taif University and KingAbdulaziz University, who completed online measures including the VARK,the Perceived Stress Scale (PSS), the Academic Self-Efficacy (ASE), and theRosenberg Self-Esteem Scale (RSES). Prevalence of stress wasoverwhelming, with 71% being highly stressed (PSS≥ 27-40). Most of thesample preferred a multimodal learning style. Furthermore, low yet significantcorrelations between academic performance and academic self-efficacy,r s (212)= .188, p=.003, and self-esteem, r s (212)= .121, p= .039, were identified.However, academic performance was not correlated with perceived stresslevels.

• Details
• Contents