EXAMINATION STRESS, SELF-ESTEEM AND PSYCHOLOGICAL ADJUSTMENT IN UNIVERSITY STUDENTS

Abstract

University provides great learning experiences and opportunities for students; however, it can also be a source of strain when students face academic-related stressors. The present study examined the relationship between examination stress, self-esteem and psychological adjustment among the university students of arts and science. The sample comprised 200 undergraduate and graduate students. The sample was drawn through non-probability convenience sampling and the study used a cross-sectional research design. To measure research variables, self-esteem scale (Riffai & Tariq, 1999), examination stress scale (Riffai & Mughal, 1991) and psychological adjustment scale (Haber & Runyo, 1984) were administered. Results showed that examination stress was negatively related to self-esteem and psychological adjustment. It was found that arts students experienced more examination stress as compared to science students. The study highlights that the workload on students must be minimized in order to avoid examination stress which in turn, causes low academic grades and performance.