Academic Support and Academic Achievement of University Students: Mediating Role of Academic Stress

Abstract

The current study aims to gauge the relationship between the academic support (supports from teachers & classmates) and academic achievement of university students; mediating role of academic stress. The total sample comprised of 180 university students whom were selected from two Government universities (IUB, & BZU) of Southern-Punjab, Pakistan by using convenient sampling. The sample for the study was justified by employing online A-priori statistics multiple regression analysis (Soper, 2018); where power and precision was 0.9% at the 95% confidence interval and the attrition rate was 20%. The present research was quantitative-crosssectional in nature. There were two questionnaires utilized for data collection; Teacher and Classmate Support Scale by Torsheim, Wold, and Samdal (2000) and Academic Stress Questionnaire (Lakaev, 2009), whereas academic achievement was calculated through (CGPA) Cumulative Grade Point Average. To analyze collected data, SPSS (23.0) was used. The results of this research revealed positive correlation (p < .01) between academic support (support of teacher & classmate) and academic achievement of university students. Whereas, the outcomes of mediation analysis through Process by Hayes (2013) endorsed academic stress was significant mediator (partially) between academic support and academic achievement of graduate university students. As far as the gender differences are concerned, female students received greater level of academic support, academic stress and academic achievement. The limitations and future avenues have also been furnished. This study would be beneficial for academia of Pakistan.

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