Influence of Academic Stress on Academic Self-concept And Academic Self-efficacy of Senior High School Students in the Cape Coast Metropolis, Ghana.

Abstract

The main aim of the study was to examine the influence of academic stress on the academic self-concept and academic self-efficacy of Senior High School students in the Cape Coast Metropolis, Ghana. A descriptive survey research design was used. Through disproportionate stratified sampling technique five schools were selected while 370 students were selected using proportionate sampling technique. Data for the study were collected with an adapted standardised questionnaire. Descriptive statistics, linear regression and Pearson product moment correlation were the statistical tools used for analysis. The hypothesis for the study was tested using an independent sample t-test. The results of the study showed that academic stress influences the academic self concept and academic self-efficacy of Senior High School students in the Cape Coast Metropolis. Main source of academic stress among students was stress from test scores. The study also found a significant gender difference in the experience of academic stress with male students experiencing more academic stress than female students. Based on the findings, it was recommended that, head teachers, teachers, and parents should help minimize academic stress on students and also roll out educational programmes that will improve the academic self-concept and academic self-efficacy of students.