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Sura Asaad Jameel
soraaisad@tu.edu.iq
Ayish Mutar Khalaf
aesha.m.khalaf@st.tu.edu.iq

Abstract

The current research aims to identify:



  1. The level of academic stress among university students.

  2. Statistically significant differences in academic stress according to the gender variable (males - females).

  3. The level of self-efficacy among university students.

  4. Statistically significant differences in self-efficacy according to the gender variable (males - females).

  5. The strength of the relationship between academic stress and self-efficacy among university students.


  To achieve the objectives of the research, the two researchers prepared a measure of academic stress and another for self-efficacy, and extracted their psychometric properties from validity and reliability. The two scales were applied to the research sample of (400) male and female students. After statistical analysis of the data, the results indicated the following:



  1. The presence of academic pressures among university students.

  2. There are statistically significant differences in academic stress according to gender (males - females) and in favor of females.

  3. University students have self-efficacy among university students.

  4. There are statistically significant differences in self-efficacy according to gender (males - females) and in favor of females.


5. There is an inverse negative correlation between academic stress and self-efficacy among university students.

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Article Details

How to Cite
Jameel, S. A., & Khalaf, A. M. (2022). The Academic Pressures and Their Relation with Self Efficiency in University Students. Journal of Tikrit University for Humanities, 29(10, 2), 443–466. https://doi.org/10.25130/jtuh.29.10.2.2022.21
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Articles

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المصادر الاجنبية

- Any . mj &huan.A, (2000) interdiction margi theory . sect Calsbornia Books USA.

- Baker,J (2003) helping students copy with stress Journal Learning, vol.15, No.5.p.p.45-49.

- Bernstein, D.A, penner, L.A, stewart, A.C & Roy, E.J. (2008). Psychology. 8thed.. Boston - New York: houghton Mifflin Company.

- Cohen , N.K. (2004) .effect of perceived academic pressure on, Anxiety and self- efficacy , submitted in partial fuffil- ment of the requirements of BA Honsin psychology at Dublin business school arts , Dublia.

- Creswell, J. W. (2013). research design: qualitative, quantitative, and mixed method approaches. USA: Sage publication Inc.

- Debard, J. (2004). stress management. macmillan USA: A person education Company.

- Dusselier, L., dunn, B., yongyi W., shelley II, M., & Whalen, D. (2005). personal, health, academic, and environmental predictors of stress in residence halls. Jour-nal of American College Health, 54(1), 15–24.

- Ebel , R.L. (1972)essentials of educational englewood cliffs New jersey prentice-hall effects on, satisfaction , Journal of college student.

- Essel, N.J.&Owusu,h (2017): essentials of education Measurement York prentice- Hall.

- Hoover, E. (2003). More help for troubled students.

- Kumaraswamy, N. (1995). Academic stress, anxiety and depression among college students — abrief review. International review of Social sciences and humanities, 5(1), 135-143.

- Lai, K. (2014). academic stress among adolescent in relation to intelligence and demographic factors. American international Journal of research in humanities, Arts and social sciences, 5(1), 123-129.

- Lazarus - Decse. J.& Osler, JF (1992) The Effects of Psychological stress upon perform — Manse psychological Bulletie49.

- Li, K.Y., & Lin, M. (2003). Academic stress and positive affect: 40 (9), 235-245.

- Lia , K.Y, Wei ,M(2014) : Academic stress and positive affect : Asian value among Chinese International students , American psychology Association cultural al diversity and ethic , minority psychology 2014. vol .20.No.107-115.

- Misra, R. & Castillo, L.G. (2004). Academic stress amongcollege students. Comparison of American and intermational students. International journal of stress management, (2), 132-148.

- Seley,H (1982): Sinter and nankeen stone of the seam Cree Goldberger and S. Biennia & (aid, Hened book of sarge, the ended at Clinical Aapeuta New york: The tee green(1982).

- Smith,R & Remt,H. (2007) a cognitive perspective, In Richard W.J. Newfield psychological stress and psychology a theology New York: MC Graw — Hill.

- Weistein, R. (2004). The Stress Effect, New York: Avery, a member of Penguin group (USA) Inc.

- Wrth , F. S. Nathan, (1984), Sex differences in secondary achiovernent The contribution of self-perceived abilities and fear of failure. Learning Instruction, 36, 104-112.