Edukasiana: Jurnal Inovasi Pendidikan

ISSN 2809-6770
Volume 3, Issue 3, 2024, pp. 280-299

The Effect of Academic Stress and Mental Anxiety among the

Students of Khulna University
1 2
Md. Fajlay Rabbi* , Md. Sefatul Islam
1
Assistant Professor, Education Discipline, Khulna University, Bangladesh
2
Postgrad Student, Education Discipline, Khulna University, Bangladesh
*Corresponding Author: [email protected]

ABSTRACT
The mental health issues that students encounter is becoming more widely recognized
in today's educational setting. It explores the effect of academic stress and mental
anxiety among the students of Khulna University. This study investigates the complex
relationship between academic pressures, mental distress, and the general well-being
of Khulna University students by using a mixed-methods research technique. The study
utilizes a combination of qualitative interviews and quantitative surveys to obtain a
thorough understanding of students' experiences. The relationship between academic
stress variables, anxiety levels, and academic performance can be analyzed
quantitatively to find patterns and connections. Simultaneously, qualitative interviews
offer a refined comprehension of the students' subjective experiences, and feelings of
stress and anxiety. The results provided insight into the frequency of academic
stressors, and how these affect students' mental health. This result shows that 15.68%
student suffer from high level of academic stress. And 76.8% student suffer from
academic stress in some point of their academic life. This result shows that 16.7%
reporting extremely severe anxiety. And 61.1% student suffer from anxiety in some
point. This study has implications that go beyond Khulna University; it provides
information that legislators, educators, and mental health professionals can use. This
study is to contribute to the creation of focused treatments and support systems to
promote a healthy academic environment for students by studying the dynamics of
academic stress and mental anxiety. The study highlights the need for a holistic
approach to education that prioritizes mental health and fosters an environment
conducive to academic success and personal growth. It aims to add meaningful
knowledge to the discourse on student well-being. This study is crucial not only for its
implications for Khulna University, but also for its overall contributions to
understanding and resolving mental health concerns in higher education. By shedding
Article History: light on the prevalence, impact, and correlates of academic stress and mental anxiety,
Received 2024-02-25 this study lays the framework for proactive treatments and policies targeted at
Accepted 2024-04-26 boosting student well-being and cultivating a culture of mental health awareness and
support in educational settings.
DOI: Keywords: academic stress; mental anxiety; university students; mixed-method design;
10.56916/ejip.v3i3.723 academic environment

1. INTRODUCTION
Academic stress is a problem that affects students all around the world and has gained widespread
recognition as a serious issue in higher education (Barbayannis et al., 2022). This issue is crucial, especially
for Bangladesh, a developing nation with a fast-expanding educational landscape (Phillips et al., 2020).
According to Kasey et al. (2021) one-third of students on campus experience signs of severe or extremely
severe depression, anxiety, and/or stress. It was discovered that faculty/staff and students both

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Copyright © 2024 by Author
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experienced similar levels of sadness, anxiety, and stress. Faculty/staff and students, however, differed
significantly in terms of the mental health coping methods they used and the perceived obstacles to
receiving professional mental health therapy according to Kasey et al. (2021).
Kasey et al. (2021) found that approximately one-third of the campus community experience
symptoms consistent with severe or extremely severe depression, anxiety, and/or stress. The prevalence of
depression, anxiety, and stress was found to be similar among faculty/staff and students. However, there
were significant differences between faculty/staff and students in regard to mental health coping
mechanisms utilized and perceived barriers to professional mental health treatment.
Prevailing stress can lead to a range of mental health problems such as anxiety and depression,
which are increasingly observed among students (Talha et al., 2020). It may arise from various sources
including high academic expectations, evaluation and grading, social stress, and other personal or
educational factors (Talha et al, 2020). Mental anxiety is characterized by persistent, excessive, and
unrealistic worry about everyday things including academic performance (Koppenborg et al., 2022). This
has been linked to compromised academic performance and overall well-being, making it crucial to
understand and address it (Phillips et al, 2020). Academic stress can be defined as mental distress with
respect to some anticipated frustration associated with academic failure or even unawareness to the
possibility of such failure (Barbayannis et al., 2022).
The current study aims to explore academic stress and its associated mental anxiety among
students at Khulna University in Bangladesh, a prominent institution catering to a diverse student body.
The current global higher education environment is characterized by a growing complexity, posing
significant challenges for students who frequently encounter elevated levels of academic pressure and
psychological distress. The aforementioned challenges have the potential to exert a detrimental influence
on both academic achievement and overall personal welfare, as supported by the research conducted by
Koppenborg et al. in 2022. In developing nations, such as Bangladesh, the circumstances are particularly
notable due to the scarcity of resources allocated to mental health assistance within academic
environments (Phillips et al., 2020).
By putting academic knowledge into reality, the institution hopes to have a lasting social and
economic influence. The graduates will drive change in the areas of nutrition, poverty reduction, food
security, and the environment. This institution's fundamental beliefs include tolerance for opposing
viewpoints and intellectual freedom. Furthermore, Khulna University never wavers in its unwavering
commitment to academic success (Chowdhury, 2022). Which bring huge academic pressure to the
students.
At Khulna University, similar to numerous academic institutions in Bangladesh, there exists a dearth
of all-encompassing, evidence-based information pertaining to academic stress, mental anxiety, their
origins, coping strategies, and the potential association with academic achievement. The documentation
and understanding of students' stress levels, their corresponding responses to these stressors, and the
subsequent impact on their academic achievement are currently lacking. In addition, it is important to
note that the current body of literature lacks sufficient exploration of culturally relevant coping
mechanisms for stress. This gap in knowledge significantly impacts the provision of mental health services,
as effective strategies for addressing stress may not be adequately understood or utilized.
Understanding the intricacies of academic stress and mental anxiety among university students
requires delving into the extant literature on the topic. This literature review covers the sources of
academic stress, its prevalence and implications, coping mechanisms, and its impact on academic
performance.

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Academic stress is a multifaceted phenomenon, influenced by various internal and external factors.
Numerous studies have delved into these stressors, providing comprehensive insights into what university
students’ experience. This section dissects the primary sources of academic stress and mental anxiety,
drawing upon established literature.
One of the most frequently cited sources of academic stress is the pressure from assignments,
projects, and examinations. Koppenborg et al., (2022) conducted a study among university students and
discovered that a significant number felt overwhelmed due to the sheer volume of their academic
responsibilities. This overwhelming feeling can often lead to anxiety, as students grapple with meeting
deadlines, ensuring quality in their submissions, and navigating vast syllabi.
The academic environment, particularly in competitive institutions, places a premium on grade
achievements. This culture often instills a sense of urgency and pressure among students to secure top
grades, as these are often viewed as direct reflections of their abilities and future potential. Baglione et al.,
(2022) in their research highlighted that such pressure could result in heightened anxiety levels, as
students continuously strive to meet or surpass their personal and external expectations.
Balancing multiple academic responsibilities while also participating in extracurricular activities,
maintaining a social life, and fulfilling personal commitments can pose significant challenges. According
to Baglione et al., (2022), many students cite time management as a significant stressor. The constant
juggle between these varied roles can create a continuous sense of urgency and tension, leading to
feelings of being overwhelmed.
According to Mofatteh. (2021), there are various risk factors associated with stress, anxiety, and
depression among university undergraduate students, including psychological, academic, biological,
lifestyle, social, and financial factors. Identifying these risk factors early on can help provide additional
mental health support to students and prevent exacerbation of these risk factors.
Mitchelle et al. (2020), claim that the prevalence of stress, anxiety, and depression is high among
university undergraduate students in both developed and developing countries. He proposes a remote
mental health monitoring system (RMHMS) to track students' level of stress, anxiety, and depression and
facilitate early interventions and treatment. The system incorporates alert systems to students' friends or
families and their caregivers to intimate them of their situation too so that they may help the students to
overcome their mental health issues before getting worsened.
Neeta and Singh (2020), found that there exist highly significant differences between the academic
stress of male and female participants of higher secondary school students. It was also found that there
was no significant difference between academic stress of government-aided & self-finance school
students and rural & urban area school students. The causes of academic stress were classified mainly into
seven categories, including stress due to teachers, exams and tests, peers, parents and social factors, time
management and infrastructure, and self-inflicted factors.
According to Ridwan et al. (2021), examined that mental stress, depression, and anxiety among
university students in Bangladesh during the COVID-19 pandemic. He claimed that a significant
percentage of students are mentally stressed, anxious, and depressed due to the pandemic and its impact
on their education and daily lives. The lockdown and isolation have led to negative effects on mental
health, including feelings of anxiety, depression, self-harm, and suicide. Lack of access to proper internet
and technical resources, high internet costs, low internet speed, family financial instability, and mental
stress on students are the main obstacles to online education in Bangladesh.
Shifa et al. (2020), found that there is a significant prevalence (79.5%) of anxiety, depression, and
stress among university students. This high prevalence of mental health disorders can lead to poor
academic performance, quality of life, serious health disorders, and even suicidal attempts. He also

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 Edukasiana: Jurnal Inovasi Pendidikan, 3(3), 2024, pp. 280-299 283

highlights the need for the development and design of mental health prevention programs and health
education programs to overcome this issue.
Chan et al. (2021), revealed that university students with higher levels of irrational beliefs were more
likely to experience depression, anxiety, and stress. He also revealed that male students, students from
low-income families, Law students, those pursuing 5-year programs, or those in the second year of study
were likely to have more irrational beliefs. Additionally, male students, medical students, and those
studying 5-year programs were found to have significantly higher levels of depression, anxiety, and stress.
According to Arévalo (2020) the prevalence of anxiety and depression in university students,
identify associated factors, and their effect on academic performance. He also showed that university
students have a higher prevalence of anxiety and depression than the general population worldwide. The
prevalence range found was 16.0-76.0% (anxiety) and 9.6-74.4% (depression). Risk factors for both mental
disorders included female sex, long daily commutes to access university, living outside the family home,
having other extra-academic obligations, having financial difficulties, lower socioeconomic status,
consumption of alcohol, moderate and severe family dysfunction, history of at least one traumatic event,
and a family history of mental illness or dysfunction.
The university environment is a melting pot of relationships – with peers, faculty, administration,
and even family. Muhnia et al., (2019) underscored the importance of these relationships in shaping a
student's academic experience. Conflicts, misunderstandings, or even the sheer pressure of maintaining
these relationships can be a source of stress. Especially when interpersonal issues intersect with academic
challenges, the mental toll on students can be profound.
Especially relevant in contexts like Bangladesh, socio-cultural expectations play a pivotal role in
academic stress. Family expectations about academic performance, societal views on suitable career paths,
and cultural norms about success and failure can exert immense pressure on students. Phillips et al. (2020)
pointed out that, in Bangladeshi universities, these external societal and cultural pressures often
compound the already existing academic stressors, leading to heightened anxiety levels.
The academic environment, with its inherent challenges, tends to exert significant pressure on
students, leading many to experience heightened levels of stress and anxiety. Over the years, the
prevalence of these issues among university students has become an area of concern and study. This
section delves into the established literature that investigates how widespread academic stress and
mental anxiety are among university students.
The phenomenon of academic stress is not limited to a specific region or group of students. A study
by Koppenborg et al., (2022) encompassing university students across diverse backgrounds and countries
found that a considerable proportion of them reported high levels of stress and anxiety. Notably, the
prevalence rates among university students were found to be higher than those of the general
population.
Cultural and societal factors play an instrumental role in influencing the prevalence of academic
stress. In countries with strong familial emphasis on academic achievement, such as in many Asian
cultures, the stress levels among university students can be notably high. Phillips et al. (2020) in their
study focusing on Bangladeshi university students found that the unique socio-cultural dynamics of the
country significantly influenced the prevalence rates, with many students reporting overwhelming stress
related to academic expectations.
While academic stress is a significant factor, it's crucial to understand its magnitude in comparison
to other stressors. Martiny et al. (2021) found that, among the sample of college students they studied,
academic stressors consistently ranked among the top sources of stress, even when compared to personal
or familial issues.

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In summary, the sources of academic stress and mental anxiety among university students are
diverse and interrelated. These stressors, ranging from the immediate academic environment to broader
socio-cultural contexts, play a significant role in shaping students' mental well-being.
In response to the identified problem, this study has been designed to undertake a comprehensive
analysis of academic stress and mental anxiety among students at Khulna University. The understanding
gleaned from this study will provide valuable insights for stakeholders to formulate strategies and
interventions to alleviate academic stress and enhance student well-being. The specific objectives of this
study are: (1) to determine the prevalence of academic stress and mental anxiety; and (2) to assess the
impact of stress levels on academic performance and daily life and well-being.

2. METHODS
This study employs a mixed-methods design. In light of the extensiveness and breadth of these
study objectives, a mixed-method technique will be utilised in this investigation. In order to provide a
holistic viewpoint, this requires merging qualitative and quantitative research approaches. As Creswell &
Clark (2017) explained that researchers are able to understand complicated phenomenon qualitatively
through the use of the Mixed-Method Approach, as well as explain what is happening through the use of
numbers, charts, and fundamental approaches to statistical analysis. Quantitative methods will help in
measuring the prevalence of stress and anxiety, while qualitative methods will provide insights into the
the impact of Stress Levels on Academic Performance and Daily Life and Well-being, and their nuances.
The concurrent mixed-methods approach is particularly utilised in this research. Research that is
conducted using a combination of qualitative and quantitative approaches is referred to as concurrent
mixed-methods research. It is because of this that the collection of qualitative and quantitative data is not
dependent on one another, and the collection of one type of data does not influence the gathering of the
other type of data. (Bell et al., 2022)

Study Area
The research population comprises all students enrolled in Khulna University.

Sampling Technique
A stratified random sampling technique is used, ensuring that each faculty or department is
represented proportionally in the sample. Singh and Mangat (1996) explained stratified sampling are the
process of dividing the population into distinct groups, which are referred to as strata, and then selecting
a sample from each stratum independently. When the procedure is called stratified random sampling, it is
referred to as such because the sample that is drawn from each stratum is picked at random.

3. RESULTS AND DISCUSSION

Results
1. Demographic Information
a. Gender
Table 1. Participant’s gender
FREQUENCY PERCENT
Male 193 52.9
Female 172 47.1
Total 365 100.0

There were 365 individuals included in Table 1, with 172 (47.1% of the total) identifying as male
and 193 (52.9% of the total) identifying as female. When it comes to recognising potential disparities in

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the behaviours, coping strategies, and sensitivity to academic stress and mental anxiety that male and
female students may exhibit, gender distribution is an extremely important factor to consider. By doing an
analysis of the data from a gender-based perspective, this study has the potential to uncover nuanced
insights that add to a comprehensive knowledge of the elements that influence the mental well-being of
students in an academic setting. The gender-specific approach makes it possible to implement targeted
treatments and support measures that are aimed at addressing the unique challenges that male and
female students have when coping with the stress and anxiety that are associated with academic
concerns.

b. Age
Table 2. Age of Participant

N 365
MEAN 22.24
MEDIAN 22.00
RANGE 6
MINIMUM 19
MAXIMUM 25

Table 2 shows a mean age of 22.24 years, showing the average age of the students sampled. The
median age is 22.00, indicating a balanced distribution around the age range's midpoint. The age range
functions from 19 to 25 years, suggesting variation in the age group under examination. This data is
useful for contextualizing the findings because different age groups encounter and cope with academic
stress and mental anxiety in different ways.

c. Level of Education
Table 3. Level of Education of Participants
FREQUENCY PERCENT
First year 49 13.4
Second year 68 18.6
Third year 147 40.3
Fourth year 101 27.7
Total 365 100.0

Table 3 on the participants' educational level reveals a varied distribution across academic years.
13.4% of the 365 participants are in their first year, 18.6% in their second year, 40.3% in their third year,
and 27.7% in their fourth year. This distribution reflects a significant representation of students at various
stages of their academic journey. The higher percentage in the third year suggests a significant cohort in
the middle of their undergraduate programs, potentially at the peak of academic challenges and stressors.
2. The Prevalence of Academic Stress and Mental Anxiety
a. Academic stress Scale
Table 4. Academic stress Scale
ACADEMIC STRESS SCALE
SCORE Frequency Percent
31-40 83 23.12
41-50 131 35.73
51-60 93 25.51
61-70 58 15.64
TOTAL 365 100.0

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The study discovered a frequency distribution for an Academic Stress Scale with score ranges.
Each score range is assigned a frequency and percentage of individuals who fall within that range. Here's
how it works:
Score Range 31-40: 83 competitors, representing 23.12 % of the total. Score Range 41-50: 131
participants (35.73% of the total). Score 51-60: 87, accounting for 25.51% of the total. Score Range 61-70:
There were 58 competitors, accounting for 15.64% of the total.
This distribution depicts the distribution of academic stress levels across survey participants. The bulk of
participants appear to be in the 41-50 range, indicating a high prevalence of academic stress in this
cohort. Further research should look into the factors that contribute to stress within these score ranges, as
well as ways to address them.
This result shows that 15.68% student suffer from high level of academic stress. And 76.8%
student suffer from academic stress in some point of their academic life.

b. Anxiety Scale
Table 5. Anxiety Scale
ANXIETY SCALE
Frequency Percent
Mild severity 81 22.2
Moderate to severe 142 38.9
Severe 81 22.2
Highly severe 61 16.7
Total 365 100.0

The findings, based on 365 participants, provide a more nuanced understanding of the prevalence
and severity of anxiety among students. According to the distribution, a significant proportion of students,
22.2%, reported mild anxiety severity, while 38.9% reported moderate to severe anxiety. Furthermore,
22.2% of participants reported severe anxiety, with 16.7% reporting extremely severe anxiety. These
findings highlight the significant impact of academic stress on students' mental health, indicating a range
of anxiety experiences among the student body.
This result shows that 16.7% reporting extremely severe anxiety. And 61.1% student suffer from anxiety in
some point.

3. The impact of Stress on Academic Performance and Daily Life and Well-being.
a. Impact on Academic Performance
Difficult to maintain a healthy work-life balance due to academic commitments

Table 6. Difficult to maintain a healthy work-life balance

FREQUENCY PERCENT
Rarely 20 5.5
Occasionally 130 35.6
Often 155 42.5
Very often 60 16.4
Total 365 100.0
MEAN 2.70

According to the Table 6, maintaining a healthy work-life balance in the context of scholastic
commitments offers varied degrees of difficulties for the participants. In particular, 5.5% of respondents
said they faced this difficulty only occasionally, 35.6% occasionally, 42.5% frequently, and 16.4% extremely

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frequently. Due to academic responsibilities, the mean score of 2.70 indicates a considerable overall
difficulty in maintaining a healthy work-life balance. These findings emphasize the pervasive impact of
academic expectations on students' personal life, as well as the importance of educational institutions
considering techniques that encourage a more balanced and sustainable approach to academics.

Table 7. Mean of the Impact on Academic Performance Due to Stress and Anxiety
Mean
My academic performance has been suffered due to high levels of stress 3.75

I find it challenging to concentrate on my studies when I am stressed. 3.78

Stress negatively affects my ability to complete assignments and homework on time. 3.73

I often lose motivation to study when I am under a lot of stress. 3.73

Stress makes it difficult for me to perform well on exams and assessments. 3.62

I frequently experience physical symptoms (e.g., headaches, and fatigue) as a result of stress during the 3.66
academic year.
Stress leads to procrastination in my academic work. 3.77

I feel overwhelmed by the academic demands, which contribute 3.64

Stress affects my sleep patterns, leading to insufficient rest during the academic semester. 3.73

I have sought academic support or counseling due to stress-related academic issues. 3.72

I believe that my academic performance would significantly improve if I could manage my stress better. 3.88

I often experience a sense of anxiety or panic related to academic responsibilities. 3.67

I have missed classes or academic deadlines due to stress-related issues. 3.47

I believe that stress is a significant factor affecting my overall academic success. 3.59

I actively seek out stress management techniques to improve my academic performance. 3.85

b. Academic performance
The data gathered from Table 7 shows a significant link between stress levels and academic
achievement. The majority of respondents, 69.9%, agreed that high levels of stress had harmed their
academic performance, with an additional 5.5% strongly agreeing. Meanwhile, 19.2% were undecided, and
5.5% disputed that stress has a negative impact on their academic performance. The mean score of 3.75
reflects the participants' widespread agreement that academic stress has a negative impact on their
academic performance. This conclusion highlights the vital importance of tailored interventions and
support services aimed at minimizing stressors and improving coping mechanisms in order to promote
academic success and general well-being among students.

c. Challenging to concentrate on studies

The data received from Table 7, suggests that stress has a significant impact on students' capacity
to concentrate. A majority of respondents, 52.1%, agreed that it is difficult to concentrate on their
academics when they are worried, and an additional 15.1% strongly agreed. Meanwhile, 30.1% were
neutral, and only a small proportion disapproved (1.4% objected and strongly disagreed). The mean score
of 3.78 suggests that participants generally agree that stress interferes with their ability to concentrate
during academic tasks.

d. Stress negatively affects Ability

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The data from Table 7 shows a significant relationship between stress and academic task
completion. The majority of respondents, 55.1%, agreed that stress has a negative impact on their ability
to finish assignments and homework, and an additional 11.0% strongly agreed. On the other hand, 29.9%
were neutral, and only 4.1% disagreed. The mean score of 3.73 indicates a significant agreement among
participants regarding the negative impact of stress on reaching academic deadlines. This conclusion
emphasizes the need of educational institutions implementing appropriate stress management programs
and support mechanisms to meet the issues students have in carrying out their academic responsibilities.
Stress reduction has the ability to improve time management and academic achievement in kids.

e. Lose motivation to study

According to the Table 7, stress has a significant impact on motivating levels. The majority of
respondents, 60.5%, agreed that they frequently lose motivation to study when under a lot of stress, and
an additional 9.6% strongly agreed. Meanwhile, 23.0% were undecided, while 6.8% disagreed. The mean
score of 3.73 suggests that participants agree that stress has a detrimental impact on their drive to
engage in academic activities. This research emphasizes the significance of treating stress-related issues in
educational environments, emphasizing the need for focused interventions to increase student motivation
and maintain a healthy learning environment. Implementing stress-reduction measures can help students
maintain their excitement for studying, resulting in increased academic achievement and well-being.

f. Stress makes difficult to perform well

According to the data from Table 7, there is a considerable relationship between stress and
academic achievement. A sizable proportion of respondents, 56.4%, agreed that stress makes it harder to
do well on exams and assessments, with an additional 8.2% strongly agreeing. Meanwhile, 24.7% were
undecided, while 10.7% disagreed. The mean score of 3.62 suggests that participants agree that stress has
a negative impact on exam performance. This research emphasizes the vital importance of educational
institutions implementing specialized treatments and support mechanisms that address stressors unique
to assessment times. Stress reduction and coping skills strategies have the potential to contribute to a
more favorable atmosphere for students, supporting improved exam performance and overall academic
achievement.

g. Stress leads to procrastination in my academic work

The data from Table 7 reveals a significant link between stress and academic task delays. A large
majority of respondents, 58.9%, agreed that stress causes procrastination in academic work, with another
12.3% strongly agreeing. Meanwhile, 21.9% were undecided, and a smaller minority (6.8%) agreed. The
mean score of 3.77 suggests that participants agree on the impact of stress on procrastinating behavior.

h. Difficulty in Concentration
Academic stress and mental anxiety often emerge as barriers to sustained focus and attention
during study sessions, classes, and exams. When focus is impaired, it becomes more difficult to absorb
complicated concepts, retain knowledge, and engage successfully with learning materials. As a result,
students may struggle to satisfy academic objectives and do well in tests. Concentration problems have a
negative impact that extends beyond particular projects; they can affect overall academic achievement
and lead to a cycle of stress and anxiety.
One respondent shared "When I'm having trouble concentrating, it's as if the information flows through my
mind without sticking. I read a paragraph and realize at the end that I have no idea what I just read. "
Another respondent also added “If I can't concentrate during lectures, I miss important points." It's as if I'm
physically present but mentally absent. It's infuriating because class time is valuable, and not participating
fully hurts my overall learning."

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i. Decline in Motivation
When students are stressed or anxious, their intrinsic drive to complete academic assignments
may suffer. Fear of failing or excessive pressure to achieve high expectations might lead to a lack of
interest in learning. As a result, students may lose interest in their studies, resulting in procrastination,
decreased effort, and a deterioration in overall academic performance.
One respondent shared "When I am stressed, my motivation suffers. I find myself procrastinating, putting
off assignments or studying. It's not that I don't care, but the overwhelming tension makes it tough to get
started."
Another respondent also shared "The stress undermines my belief in my abilities." I begin to doubt my
ability to meet the academic obligations, and this self-doubt reduces my desire even further. It's a vicious
circle that's difficult to break."

j. Resistance to taking risks

When students are stressed or anxious, they may be hesitant to venture outside their comfort
zones and pursue creative or challenging academic activities. This fear of taking chances can hinder their
capacity to engage in critical thinking, problem solving, and creative activities. Academic advancement
frequently entails a willingness to accept challenges, but increased stress can lead to a fear of failure and a
preference for safer, more familiar academic paths.
One respondent stated “When I'm stressed, I avoid assignments that appear difficult." "As my fear of failure
grows, I stick to what I know I can handle, even if it means passing up opportunities for growth."

k. Impact on Creativity
High levels of anxiety and stress can generate a cognitive burden, limiting a student's capacity to
think divergently and solve issues in novel ways. Creativity is an essential component of effective learning
and problem solving, yet academic pressure can impede this creative process.
One respondent mentioned "Academic stress has become a means of suffocating my creative thinking." It is
difficult for me to approach assignments with new thoughts or to think outside the box. The pressure to meet
expectations restricts my creative expression."

l. Struggles with Time Management

Stress can cause feelings of overload and a constant sensation of being pressured for time,
making it difficult for students to organise and prioritise their academic duties. This difficulty with time
management can lead to missed deadlines, incomplete tasks, and poor exam preparation. As a result,
academic performance may deteriorate, with grades reflecting the difficulties of balancing various
assignments under time constraints.
One respondent said "When I'm stressed, I tend to delay on assignments." I believe I have more time than I
have, resulting in a last-minute hurry. This has an impact not just on the quality of my work but also adds
extra stress."
Another respondent also shared” Despite making study timetables, stress interferes with my ability to follow
them consistently.”

m. Increased Test Anxiety

The pressure of academic expectations, along with the fear of failing exams, might raise test
anxiety levels. This increased worry may impair a student's ability to recall material, think critically, and
perform at their best during tests.
One respondent stated "Extreme stress causes moments of blanking out during tests." Even if I study
properly, anxiousness can lead my memory to go blank, making it difficult to recall important facts."

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Another respondent also shared "With high test anxiety, the fear of failure increases." It's not only about
earning a lower mark; it's about being afraid of what that grade means for my academic achievement and
future chances."

n. Impact on Attendance
As students deal with mental health issues, there may be an increase in absenteeism or a decrease
in active involvement. Missed lectures, essential knowledge, and crucial connections with instructors and
peers can all result from poor attendance.
One respondent said "During times of high stress, I find myself skipping classes more frequently." The
tremendous pressure tempts me to avoid the academic environment, which affects my attendance and
overall grasp of the course material."

o. Interference with Goal Setting

The pressure to succeed or the fear of failure can lead to a sense of overload, making it difficult
for students to formulate and pursue precise goals. Without well-defined goals, students may lack a
strategic approach to their studies, affecting their ability to stay focused, motivated, and organized.
Interference with goal setting can contribute to a lack of direction in academic efforts, potentially
resulting in inferior performance.
One respondent shared "Setting realistic goals becomes difficult under the weight of academic stress. The
pressure to succeed might lead to establishing unrealistically high goals that are difficult to meet, laying the
stage for failure."

p. Impact on Exam Performance/Inconsistent Performance

Fluctuating stress levels can cause anxiety attacks, interfering with a student's ability to maintain
continuous focus and effort across their education. This irregularity may lead to differences in assignment
quality, exam performance, and total academic output. The cyclical nature of stress and anxiety might
cause scholastic achievement to have peaks and valleys.
One respondent mentioned “My performance during high-stress moments is inconsistent. While I may
succeed in certain areas, the overall quality of my work suffers, resulting in an uneven spectrum of scores.”
Another respondent also shared “Exam performance suffers during times of intense stress. It's as if my head
fogs up, impairing retention and application of knowledge in the exam situation.”

q. Decline in Assignment Quality

When students are dealing with high levels of anxiety and stress, their ability to study, think
critically, and explain ideas coherently in their assignments can suffer. The pressure to fulfil deadlines and
attain academic achievement may result in hasty or unfinished work, resulting in a decrease in overall
assignment quality.
One respondent shared “During difficult times, the quality of my tasks frequently suffers. I find myself
hurrying through projects while sacrificing depth and quality.”

r. Stress-Induced Mistakes
Stress levels can rise as a result of the increased pressure to succeed, impacting cognitive function
and decision-making. Students may be more prone to making mistakes in their work, including tests,
assignments, and evaluations, under such settings. These stress-related errors might jeopardize the
accuracy and quality of their academic output, potentially resulting in lower grades and a distorted
depiction of their genuine comprehension of the content.
One respondent shared “Stress-related errors are becoming more common. Whether it's missing
information in an assignment or making arithmetic mistakes, the overall accuracy of my efforts suffers.”

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s. less Enjoyment in Learning

Academic stress and mental anxiety have a widespread effect on students' enjoyment of studying,
which can have a substantial impact on academic success. When pupils are stressed and anxious, the joy
and intrinsic motivation that are generally linked with the learning process may be jeopardized. Learning
becomes a cause of stress rather than a rewarding and engaging experience. This loss of enthusiasm in
studying can lead to a decrease in active participation, a loss of curiosity, and an overall disengagement
from academic endeavors.
One respondent stated “Most importantly, at times of extreme stress, pleasure in the learning process
decreases. It becomes mainly about fulfilling deadlines than enjoying the joy of learning.”

4. Effects on Daily Life and Well-being

a. Stress affects sleep patterns
According to the evidence, there is a considerable association between stress and sleep quality.
The majority of respondents, 60.3%, agreed that stress interferes with their sleep habits, resulting in
insufficient rest, with an additional 13.7% strongly agreeing. In contrast, 15.1% were neutral, while smaller
percentages opposed or strongly disagreed (6.8% and 4.1%, respectively). The mean score of 3.73 reflects
the general consensus among participants regarding the negative impact of stress on sleep.

b. Frequently experience physical symptoms

The data from 365 individuals shows a significant link between stress and physical well-being. The
majority of respondents, 59.2%, agreed that they frequently feel physical symptoms (e.g., headaches,
fatigue) as a result of stress, while another 9.6% strongly agreed. In comparison, 23.3% were undecided,
with only a tiny minority disagreeing or strongly disagreeing (3.8% and 4.1%, respectively). The mean
score of 3.66 indicates that participants agree on the tangible impact of academic stress on physical
health.

c. Impact on Sleep Patterns

Sleep habits are one noticeable characteristic that is influenced by various stress. Academic
endeavours, with their demanding nature and related anxiety, frequently disturb typical sleep cycles,
resulting in inconsistencies in sleep duration and quality. Persistent sleep disruptions can cause
exhaustion, decreased cognitive function, and poor emotional well-being, affecting students' overall daily
functioning.
One respondent shared “My sleep patterns are frequently disrupted by academic stress. Whether it's staying
up late to study or having sleepless nights due to worry, my sleep quality and duration suffer.”

d. Social Withdrawal
Students may withdraw from social engagements as they deal with the pressures of scholastic
demands and the emotional toll of worry, separating themselves from friends, family, and support
networks. Not only does social retreat impede the development of important interpersonal skills, but it
also exacerbates feelings of loneliness and separation. Because social involvement is important for mental
health, this phenomena may contribute to a drop in general well-being.
One respondent shared “During times of intense stress, I tend to stay away from social gatherings. The
stress of scholastic commitments can make it difficult to attend social activities or spend time with friends.”

e. Changes in Eating Habits

Increased stress and anxiety frequently cause changes in eating behaviours, resulting in anomalies
in food intake and dietary patterns. Some kids may notice a loss of appetite, which could lead to dietary
deficits and decreased physical health.

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One respondent shared “My eating habits are directly affected by stress. It's a toss-up between stress-
induced overeating and appetite loss.”

f. Impact on Self-Esteem /Impact on Self-Confidence

The constant pressure and anxiety connected with academic obstacles can weaken students' faith
in their skills, resulting in a drop in self-esteem and self-confidence. Persistent self-doubt and fear of
failure can make it difficult for them to engage in academic work and social relationships, compounding
feelings of inadequacy. This loss of confidence not only has an impact on daily living by inhibiting
effective decision-making and problem-solving, but it also poses a significant obstacle to overall well-
being.
One respondent shared “I frequently fail to fulfil high expectations, and setbacks in academic efforts can
lead to self-doubt that extends beyond the academic realm. Which lower my self-confidence and self-
esteem.”

g. Increased Sensitivity to Criticism

Individuals' reactions for critique are frequently exacerbated by increased stress and anxiety,
making them more sensitive to misinterpreting criticism as a personal assault. This increased sensitivity
might lead to a reluctance to participate in academic or social contexts, hampering meaningful discourse
and personal progress. Understanding the relationship between greater sensitivity to criticism and mental
well-being is critical for building an environment that develops resilience and appropriate coping
mechanisms as students deal with the stress of academic expectations.
One respondent shared “I grow more sensitive to criticism, both internal and external. Constructive remarks
that I would typically disregard can become difficult and contribute to increased stress.”

h. Impact on Decision-Making
Academic pressures and anxiety can place a cognitive strain on students' capacity to make
informed judgements, as increased stress levels can lead to impulsivity or indecisiveness. The constant
pressure to excel academically may cloud their judgement and reduce their confidence in making
decisions, both in academic settings and in everyday life. This impact on decision-making can add to a
sense of uncertainty and may prevent pupils from dealing with issues in a proactive manner.
One respondent shared “Academic stress can have an effect on my decision-making ability. Decisions, both
intellectual and personal, become increasingly difficult as the stress fog distorts my judgement.”

i. Coping Strategies Sometimes Ineffective

When confronted with the tremendous expectations of academic obstacles, students may resort
to coping techniques that, while initially providing respite, ultimately prove inefficient or even harmful.
Avoidance behaviours, substance abuse, or unhealthy work habits are examples. These practises not only
fail to address the underlying causes of stress and anxiety, but they may also exacerbate the problems,
resulting in a vicious cycle of increased stress and degraded well-being.
One respondent shared “While I try to use coping mechanisms, there are instances when they seem
ineffective. Academic stress might sometimes outweigh the benefits of relaxation techniques or stress
management practices.”

Discussion
One of the specific goals of the research is to determine the impact and how it affects academic
performance. The respondents to the poll said that they had varied degrees of difficulty maintaining a
healthy work-life balance while also handling the commitments of their academic pursuits. 5.5% of
respondents reported that they experienced this issue on an infrequent basis, 35.6% on an occasional

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basis, 42.5% on a frequent basis, and 16.4% on an extremely frequent basis. According to Sprung and
Rogers (2020), the concept of work-life balance has a detrimental effect on the mental health of college
students. They highlighted that perceived stress acts as a mediator between the balance between work
and life and anxiety and symptoms of depression.
The data collected from the participants in the study demonstrates a significant connection
between stress and academic achievement. There was a negative impact on academic achievement for
69.9% of respondents, with 5.5% strongly agreeing with this statement. 19.2% of respondents were
unsure, and 5.5% of respondents disputed that stress has a negative impact on academic performance. As
to the findings of Keshi and Basavarajappa's (2011) research, the factors of academic stress, aggression,
and depression have the potential to account for 68 percent of the variation in academic performance. In
addition, the findings indicate that there are differences between males and females in terms of
aggressiveness and depression.
This research found a link between stress and academic task completion. Stress hinders
assignment and homework completion for 55.1% of respondents and 11.0% strongly agree. However,
29.9% were neutral and 4.1% disagreed. Pascoe et al. (2019) also demonstrated academic-related stress
can lower academic achievement, reduce motivation, and enhance the risk of dropping out of school, with
long-term consequences including less sustainable employment.
The study found that stress significantly affects motivation. When stressed, 60.5% of respondents
and 9.6% strongly agreed that they lose study motivation. 6.8% disagreed, while 23.0% were undecided.
Hollon et al. (2015) stated stress affects motivation via multiple brain circuits, influencing decision-
making and mental health conditions, with impacts that vary based on the stressor's intensity, duration,
and controllability.
The research data shows a strong link between stress and academic performance. Stress makes it
harder to do well on exams and assessments, according to 56.4% of respondents, with 8.2% strongly
agreeing. 24.7% were undecided and 10.7% disagreed. As per Pascoe et al. (2019) academic stress has the
potential to impair academic performance, impede motivation, and increase the likelihood of student
attrition, all of which can lead to enduring repercussions such as less stable employment opportunities.
The study found stress significantly delays academic tasks, according to study. Most respondents (58.9%)
agreed that stress causes academic procrastination, with 12.3% strongly agreeing. Only 6.8% agreed, while
21.9% were undecided. Yerdelen et al. (2016) evaluated that procrastination in education is extremely
common among students, resulting in missed deadlines, poorer performance, and even course
withdrawal.
The present study showed focus issues make it harder to understand complex ideas, retain
information, and learn. Thus, students may struggle to meet academic goals and pass tests. Beyond
specific projects, concentration issues can hurt academic performance and cause stress and anxiety.
Academic stress and mental anxiety can impair concentration in study, class, and exam. Focus issues make
it harder to understand complex ideas, retain information, and learn. Thus, students may struggle to meet
academic goals and pass tests. Son et al. (2020) established that due to increased stress and anxiety
caused by the COVID-19 pandemic, 89% of undergraduates experienced difficulty concentrating.
The study found that time management issues can cause missed deadlines, incomplete tasks, and poor
exam preparation. Academic performance may suffer as a result, with grades reflecting the challenges of
juggling multiple assignments under pressure. Pascoe et al. (2019) explained that the presence of
academic stress can hinder academic achievement, hinder motivation, and raise the probability of
students dropping out, all of which can result in long-lasting consequences such as reduced job stability.

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As per the current research mental health issues may increase absenteeism or decrease active
participation in students. Poor attendance can lead to missed lectures, knowledge, and important
relationships with instructors and peers. Carton and Goodboy (2015) demonstrated students experiencing
psychological distress, such as depression, anxiety, and stress, tend to have lower levels of engagement in
college courses.
The findings demonstrated students with high anxiety and stress can struggle to study, think
critically, and write clearly. Under pressure to meet deadlines and succeed academically, assignments may
be hastily completed, lowering quality. As Nurwulan et al. (2021) explained a clear and affirmative
correlation between the amount of assignments and the level of stress experienced. Furthermore, research
discovered that gender had a substantial impact on the level of stress.
Students' enjoyment of studying is greatly affected by academic stress and mental anxiety, which can
affect their academic achievement. Stress and anxiety can reduce students' joy and intrinsic motivation to
learn. Learning becomes stressful rather than enjoyable.
Within the scope of this study, one of the specific objectives is to investigate the effects on day-
to-day life and well-being. Sleep patterns are impacted by stress. Both worry and academic pressure can
interrupt sleep cycles, which can lead to problems with both the quality and length of sleep. A study
conducted by Jensen (2003) discovered that college students experience increased sleep problems as a
consequence of altered sleep cycles, increased levels of stress, and particular challenges that are present
within academic environments.
Students may withdraw from their friends, family, and support networks when they struggle with
their studies and worry, according to the findings of the study. Distancing oneself from others and
increasing feelings of isolation and isolation are all consequences of social retreat. According to Gazelle
and Rubin (2019), the formation of social retreat and anxiety on the part of young people is influenced by
a number of factors, including child susceptibility, interpersonal stress, and ecological changes.
Eat habits and diets are frequently altered as a result of stress and anxiety. It is possible for
students who experience a loss of appetite to suffer from dietary inadequacies as well as poor health. It
was discovered by Pollard and colleagues in 1995 that individuals who have a high trait anxiety and a low
social support may consume more total energy, fat, and saturated fat while they are taking tests.
Study showed that the constant pressure and anxiety of academic obstacles can lower students' self-
esteem and confidence. Their self-doubt and fear of failure can make academic and social engagement
difficult, compounding feelings of inadequacy. Loss of confidence hinders decision-making and problem-
solving, affecting daily life and well-being. Hembree (1988) demonstrated that test anxiety has a
detrimental effect on students' academic performance and self-esteem. However, mitigating test anxiety
can result in enhanced test scores and overall grade point average (GPA).
The study found due to stress and anxiety, individuals are more likely to misinterpret criticism as a
personal attack. This increased sensitivity may make it difficult to participate in academic or social
settings, hindering meaningful discourse and personal growth. Atlas (1994) argued the Sensitivity to
Criticism Scale is a dependable and accurate tool for evaluating how individuals react to criticism. It is
associated with neuroticism, depression, self-esteem problems, and a decline in motivation and academic
performance.
Academic stress and anxiety can impair students' decision-making by causing impulsivity or
indecision. The pressure to succeed academically may cloud their judgement and reduce their confidence
in making decisions in study and life. As Gagnon and Wagner (2016) stated Episodic memory retrieval is
negatively impacted by acute stress, leading to attention deficits, impaired prefrontal cortical function,
and potentially influencing decision-making in a biased manner.

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Study found Student coping mechanisms may initially provide relief but ultimately prove
ineffective or harmful when faced with high academic expectations. Lewis and Frydenberg (2002)
explained when adolescents are unable to handle a situation, they respond by engaging in more coping
activities. However, relying too heavily on unproductive strategies can prevent them from effectively using
productive coping strategies.
The research's one of the specific aims to find The Prevalence of Academic Stress and Mental
Anxiety. The study found an Academic Stress Scale frequency distribution with score ranges. Frequency
and percentage of people in each score range are assigned. This result shows that 15.68% student suffer
from high level of academic stress. And 76.8% student suffer from academic stress in some point of their
academic life. Son et al. (2020) showed a total of 71% of the 195 students enrolled at a prominent public
university in the United States reported experiencing heightened levels of stress and anxiety as a direct
result of the COVID-19 pandemic. As Poots and Cassidy (2020) showed academic stress is associated with
well-being in 258 university students aged 18-39. Taha et al. (2017) demonstrate that approximately 84%
of female students at Taif University are stressed, with the majority experiencing moderate stress (75.5%).
Hossain et al. (2021) found nearly 60% of current university students in Bangladesh were extremely
concerned about academic delays and were under severe stress. As Chowdhury et al. (2022) found Among
516 university students in Bangladesh, 414 (80.2%) reported mild to severe depression and 399 (77.3%)
reported low to moderate perceived stress.
This study result shows that 16.7% reporting extremely severe anxiety. And 61.1% student suffer
from anxiety in some point. Alex‐According to Assensoh (2021) almost three out of every four college
students suffer from severe anxiety. Rosas and Mendoza-Arias (2022) found during the pandemic, 75.4%
of first-year medical students at a private university in Peru reported feeling anxious. Islam et al. (2020)
added during the COVID-19 outbreak, 71.5% of university students in Bangladesh reported at least mild
anxiety symptoms. As Dhar et al. (2020) stated COVID-19 has caused severe anxiety in 44.59% of
university students in Bangladesh, moderate anxiety in 48.41%, and mild anxiety in 3.82%.

4. CONCLUSION
This study provides a thorough assessment in order to gain meaningful insights on the
intertwining of mental health and academic success, it is important to evaluate the impact that stress
levels have on academic performance as well as on daily life aspects. It is possible for kids to experience
negative effects on their ability to concentrate, remember information, and perform well academically
while they are experiencing high levels of stress and worry. Through the identification of these
relationships, this research has the potential to contribute to the creation of methods and support
systems that are targeted at minimising the adverse impacts of stress on the educational outcomes of
students as well as their general quality of life.
Through the provision of empirical evidence and recommendations that can be put into practice,
the findings of this study have the potential to make a contribution to the greater field of mental health in
higher education. The purpose of this research is to provide an explanation of the specific stressors and
obstacles that students at Khulna University encounter. This research has the potential to serve as a model
for similar studies that are conducted at other academic institutions, both locally and internationally. This
corpus of research can be used to influence best practices in increasing student well-being, cultivating a
campus atmosphere that is supportive, and eventually improving the entire experience of attending
college.
Khulna University must recognize the impact of academic stress and mental anxiety on student
well-being and academic achievement. By implementing the offered guidelines, the institution may help

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to build a holistic approach to education—one that prioritizes students' mental health and fosters an
environment conducive to both personal growth and academic success.
Evaluating the influence of stress levels on academic achievement and daily functioning yields
significant insights into the interdependence between mental well-being and academic accomplishments.
Elevated levels of stress and anxiety have the potential to adversely impact pupils' capacity to focus, retain
knowledge, and achieve academic success. Through the identification of these connections, this study can
provide valuable insights for the creation of tactics and assistance structures designed to alleviate the
adverse impacts of stress on students' academic achievements and overall well-being.
The results of this study have the potential to make a valuable contribution to the broader
domain of mental health in higher education through the provision of scientific data and practical
suggestions. This research aims to provide a comprehensive understanding of the stressors and obstacles
encountered by students at Khulna University. The findings of this study can be utilised as a model for
doing similar research in various academic institutions, both at the regional and worldwide levels. This
compilation of research can provide valuable insights into the most effective methods for encouraging
student well-being, cultivating a nurturing campus atmosphere, and eventually improving the overall
college experience.
Moving forward, it is critical that educational institutions, governments, and mental health
practitioner’s work together to foster a culture that values and prioritizes mental health. We can foster a
resilient and flourishing student community by addressing the core causes of academic stress and offering
effective support services.
In essence, this thesis is a rallying cry for Khulna University and other similar institutions to
recognize the importance of mental health in the academic journey. The findings in this paper lay the
groundwork for future study and the creation of tailored treatments that contribute to students' overall
well-being, providing a more fulfilling and successful educational experience.

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