Relationship among Perceived Stress, Life Satisfaction and Academic Performance of Education Sciences Students of the University of Jaén after the COVID-19 Pandemic
Abstract
:1. Introduction
- The objective is the prediction of a target construct, or it is intended to identify relevant constructs.
- The research model is complex depending on the type of relationships that are hypothesized (direct and mediated).
- The constructs that are part of the structural model have been designed following a formative measurement model.
- The structural model is complex.
- The sample size is small.
- The data do not have a normality distribution.
- (a)
- Study the existence of statistically significant correlations among the dimensions of the assessment for perceived stress (PSS-14), life satisfaction (SWLS) and academic performance;
- (b)
- Establish the existence of significant differences between the dimensions of the instruments considered and the sociodemographic variables (gender and educational level);
- (c)
- Analyse the causal relationship of perceived stress and life satisfaction on academic performance.
2. Materials and Methods
2.1. Procedure
2.2. Sample
2.3. Research Model
2.3.1. Reliability and Validity of the Model
2.3.2. Cross Factorial Loads
2.3.3. Hypothesis Contrast
2.4. Instrument
2.5. Data Analysis
3. Results
3.1. Relationship among Perceived Stress, Life Satisfaction and Academic Performance
3.2. Differences Based on Sociodemographic Variables
3.2.1. Sociodemographic Variable “Gender”
3.2.2. Sociodemographic Variable “Taken Degree”
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Degree | |
---|---|
Childhood Education | Primary Education |
82.08% | 17.12% |
Gender | |
Female | Male |
77.03% | 22.97% |
Variable | α | ɷ | Composite Reliability Index (CRI) | Rho_A | Mean Extracted Variance (MEV) |
---|---|---|---|---|---|
PS LS AP | 0.79 0.84 - | 0.80 0.86 - | 0.83 0.89 - | 0.84 0.87 - | 0.283 0.633 0.517 |
Variable | Academic Performance (AP) | Life Satisfaction (LS) | Perceived Stress (PS) |
---|---|---|---|
AP1 AP2 LS1 LS2 LS3 LS4 LS5 PS1 PS2 PS3 PS4 PS5 PS6 PS7 PS8 PS9 PS10 PS11 PS12 PS13 PS14 | 0.721 −0.718 −0.078 −0.158 −0.160 −0.114 −0.020 0.005 0.055 −0.034 −0.016 0.032 0.047 0.099 0.042 −00.80 −0.020 0.117 −0.084 −0.120 0.131 | −0.101 0.100 0.770 0.850 0.881 0.757 0.706 −0.270 −0.359 −0.231 −0.303 −0.400 −0.358 −0.628 −0.076 −0.188 −0.351 −0.444 −0.087 −0.170 −0.310 | 0.062 −0.025 −0.496 −0.523 −0.599 −0.453 −0.432 0.551 0.597 0.441 0.551 0.581 0.688 0.712 0.293 0.437 0.596 0.655 0.150 0.328 0.549 |
Relationship between Variables | Path Coefficient (β) | Standard Deviation (σ) | t Statistic | p | ||
---|---|---|---|---|---|---|
AP1 | ↔ | Academic Performance | 0.721 | 0.657 | 1.097 | 0.273 |
AP2 | ↔ | Academic Performance | −0.718 | 0.683 | 1.051 | 0.294 |
LS1 | ↔ | Life Satisfaction | 0.770 | 0.042 | 18.188 | *** |
LS2 | ↔ | Life Satisfaction | 0.850 | 0.022 | 39.497 | *** |
LS3 | ↔ | Life Satisfaction | 0.881 | 0.017 | 52.616 | *** |
LS4 | ↔ | Life Satisfaction | 0.757 | 0.036 | 20.769 | *** |
LS5 | ↔ | Life Satisfaction | 0.706 | 0.042 | 16.791 | *** |
PS1 | ↔ | Perceived Stress | 0.551 | 0.062 | 8.865 | *** |
PS2 | ↔ | Perceived Stress | 0.597 | 0.062 | 9.598 | *** |
PS3 | ↔ | Perceived Stress | 0.441 | 0.075 | 5.840 | *** |
PS4 | ↔ | Perceived Stress | 0.551 | 0.062 | 8.922 | *** |
PS5 | ↔ | Perceived Stress | 0.581 | 0.059 | 9.894 | *** |
PS6 | ↔ | Perceived Stress | 0.688 | 0.048 | 14.207 | *** |
PS7 | ↔ | Perceived Stress | 0.712 | 0.033 | 21.473 | *** |
PS8 | ↔ | Perceived Stress | 0.293 | 0.088 | 3.336 | *** |
PS9 | ↔ | Perceived Stress | 0.437 | 0.077 | 5.708 | *** |
PS10 | ↔ | Perceived Stress | 0.596 | 0.067 | 8.950 | *** |
PS11 | ↔ | Perceived Stress | 0.655 | 0.044 | 15.023 | *** |
PS12 | ↔ | Perceived Stress | 0.150 | 0.086 | 1.735 | 0.083 |
PS13 | ↔ | Perceived Stress | 0.328 | 0.086 | 3.803 | *** |
PS14 | ↔ | Perceived Stress | 0.549 | 0.062 | 8.880 | *** |
SWLS |
---|
1. My life is how I want it to be in most aspects. 2. My life circumstances are very good. 3. I am satisfied with my life. 4. So far, I have achieved the things that I consider important from life. 5. If I could live my life again, I would not change almost anything. |
PSS |
---|
1. How often have I been affected by something that happened unexpectedly? 2. How often have I felt unable to control the important things in my life? 3. How often have I felt nervous or stressed? 4. How often have I successfully dealt with life’s irritating little problems? 5. How often have I felt that I have effectively coped with the major changes that have been taking place in my life? 6. How often have I been confident about my ability to handle my personal problems? 7. How often have I felt that things are going well for me? 8. How often have I felt like I could not face all the things I had to do? 9. How often have I been able to control the difficulties in my life? 10. How often have I felt like I had everything under control? 11. How often have I been angry because things that happened to me were out of my control? 12. How often have I thought about the things that I still have to do? 13. How often have I been able to control the way I spend time? 14. How often have I felt difficulties accumulate so much that I cannot overcome them? |
Variable | α | M (SD) | Perceived Stress | Life Satisfaction | Academic Performance | |
---|---|---|---|---|---|---|
Perceived Stress Life Satisfaction Academic Performance | 0.79 0.84 - | 0.80 0.86 - | 5.054 (±0.962) 2.962 (±0.414) 8.597 (±8.881) | - | −0.543 ** - | −0.034 −0.191 - |
Variables | Women (n = 171) M (SD) | Men (n = 51) M (SD) | Z | p | Size Effect (r) |
---|---|---|---|---|---|
Perceived Stress Life satisfaction Academic Performance | 2.982 (±0.417) 5.037 (±0.994) 8.962 (±10.088) | 2.894 (±0.400) 5.109 (±0.854) 7.373 (±0.768) | −1.433 −0.203 −2.472 | 0.152 0.839 0.013 * | 0.132 0.018 0.222 |
Variables | Childhood Education M (SD) | Primary Education M (SD) | Z | p | Size Effect (r) |
---|---|---|---|---|---|
Perceived Stress Life satisfaction Academic Performance | 2.958 (±0.415) 5.038 (±0.969) 7.925 (±0.787) | 2.981 (±0.416) 5.131 (±9.38) 8.564 (±5.468) | −0.101 −0.651 −2.017 | 0.919 0.515 0.044 * | 0.010 0.066 0.206 |
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Ocaña-Moral, M.T.; Gavín-Chocano, Ó.; Pérez-Navío, E.; Martínez-Serrano, M.d.C. Relationship among Perceived Stress, Life Satisfaction and Academic Performance of Education Sciences Students of the University of Jaén after the COVID-19 Pandemic. Educ. Sci. 2021, 11, 802. https://doi.org/10.3390/educsci11120802
Ocaña-Moral MT, Gavín-Chocano Ó, Pérez-Navío E, Martínez-Serrano MdC. Relationship among Perceived Stress, Life Satisfaction and Academic Performance of Education Sciences Students of the University of Jaén after the COVID-19 Pandemic. Education Sciences. 2021; 11(12):802. https://doi.org/10.3390/educsci11120802
Chicago/Turabian StyleOcaña-Moral, María Teresa, Óscar Gavín-Chocano, Eufrasio Pérez-Navío, and María del Carmen Martínez-Serrano. 2021. "Relationship among Perceived Stress, Life Satisfaction and Academic Performance of Education Sciences Students of the University of Jaén after the COVID-19 Pandemic" Education Sciences 11, no. 12: 802. https://doi.org/10.3390/educsci11120802
APA StyleOcaña-Moral, M. T., Gavín-Chocano, Ó., Pérez-Navío, E., & Martínez-Serrano, M. d. C. (2021). Relationship among Perceived Stress, Life Satisfaction and Academic Performance of Education Sciences Students of the University of Jaén after the COVID-19 Pandemic. Education Sciences, 11(12), 802. https://doi.org/10.3390/educsci11120802