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.
