RESEARCH PAPERS

THE RELATIONSHIP OF ACADEMIC STRESS WITH AGGRESSION,

DEPRESSION AND ACADEMIC PERFORMANCE
OF COLLEGE STUDENTS IN IRAN
By

ALI KHANEHKESHI * BASAVARAJAPPA **

* Faculty of Islamic Azad University, Behbahan Branch, Iran.
** Department of Studies in Psychology, Mysore.

ABSTRACT
This paper investigates the relationship of academic stress with aggression, depression and academic performance of
college students. Using a random sampling technique, 60 students consist of boys and girls were selected as students
having academic stress. The scale for assessing academic stress (Sinha, Sharma and Mahendra, 2001); the Buss-Perry
aggression questionnaire (1992); and Beck depression inventory were used for collecting the data. The Pearson's
coefficient of correlation showed that academic stress has a simple significant correlation with aggression (r=.54),
depression (r=.49) and academic performance (r=-44) (p<. /..1). Further, the analysis of the study shows that academic
stress, aggression and depression are able to explain 68% of the variance of academic performance. Also, results show
that boys and girls are different in terms of aggression and depression.
Key words: Academic Stress, Aggression, Depression and Academic Performance.

INTRODUCTION stressful situation resulting in panic—for example, over

Stress is any situation that evokes negative thoughts and studying for an exam) and” premature closure” (quickly
feelings in a person. The same situation is not evocative or choosing a solution to end a stressful situation—for
stressful for all people, and all people do not experience example, rushing through an exam (Whitman, 1985).
the same negative thoughts and feelings when stressed. Stress is associated with impairment of health and the
One model that is useful in understanding stress among negative emotional experiences associated with stress
students is person –environment model. According to one are detrimental to quality of life and sense of well being
variation of this model, stressful events can be appraised (Sinha, 2000). Out of number of stress faced by
by an individual as ”challenging” or “threatening” (Lazarus adolescents and young adults, academic stress emerges
1966). When students appraise their education as a as significant mental health problem in recent years
challenge, stress can bring them a sense of competence (Rangaswamy, 1995). It has been estimated that 10% to
and an increased capacity to learn. When education is 30% students experience academic related stress that
seen as a threat, however, stress can elicit feelings of affects their academic performance (Johnson, 1979),
helplessness and a foreboding sense of loss. psychological adjustment along with their overall
A critical issue concerning stress among students is its emotional and physical well being. Information load, high
effect on learning. The (Yerkes-Dodson Low, 1908; cited in expectations, academic burden or pressure, unrealistic
Whitman, 1985) postulates that individuals under low and ambitions, limited opportunities, high competitiveness
high stress learn the least and laboratory tests support the are some of the important source of stress which creates
notion that excessive stress is harmful to students' tension, fear, and anxiety. Poor academic performance,
performance. diminished popularity, depression, attention difficulties,
somatic complaints, substance abuse are commonly
Mechanisms explain why students perform badly under
observed problems among the victims of academic
stress include “hyper vigilance” (excessive alertness to a

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stress without being aware of means to cope with them 31% of 12 year and 25% of 11year old students are
(Sinha, 2000). reporting symptoms of anxiety, depression and, or stress
Academic stress is a significant source of stress for many which fall outside the normal range. Significantly more
students (Hashim, 2003), covering not only examinations females than males report these symptoms. Also, results
but also other academically related stressors such as fear showed that there correlation between stress and
of logging behind in the homework, writing assignment, depression (r = 59, p < %5), stress and anxiety (r = % 67, p
working on individual and group projects, time pressure, < % 5) (in 11 year students). Also in 12 year student results
lack of financial support, concern about academic showed that there are correlations between stress and
ability, scheduling classes and required motivation to depression (r = 70, p < % 1), stress and anxiety (r = % 64, p
study (Tyrrel, 1992). For many students, the pursuit of higher < % 1).
education is a time of transition marked by a set of Struthers, Perry and Menec (2000) found that stress was
demands germane to the setting. Academic stress is the negatively related to academic performance among
product of a combination of academic related school children.
demands that exceed the adaptive resources available Charles (1980) in his study on Basic determination of
to an individual. If a student is unable to cope effectively Academic Achievement showed that the cognitive
with academic stress, then serious psycho-social- profile is a basic determinant of an individual's level of
emotional health consequences may result (Scott, 2008). academic achievement and an accurately identify
Some academic stress is normal for students, new specific learning deficits significantly contributing to low
stressors may arise because of exposure to new academic achievement.
educational concepts for the first time on their life (such as Hinshow (1992) showed that conduct problems
mass media, internet, computer and so on), adjusting to (aggression, hostility) affect academic achievement.
new social setting (for example; change in medium of Aggression and other externalizing behaviors directly
instruction, changing of residence, migration, peers affect engagement and learning. For example, children
pressure and shifting from one school to another one) and who are aggressive may spend relatively more time
taking on a larger workload. Too much academic stress misbehaving or disciplined, reducing the amount of time
can contribute to depression, anxiety and physical illness they have to spend engaged in academic work.
(including headache, stomach ulcer, urine repetition)
Need of the study
which can in turn negatively affect academic
Unhappiness at school can be caused by a host of factors
performance (Dedeyn, 2008).
such as failure to live up to parental expectations,
MacGeorge et al (2009) in their study shows that
especially if the parents, consider the child's lack of
academic stress is associated with a variety of negative
achievement at school to be due to lack of ambition or
health outcomes such as depression, anxiety and
applications, believe that they have a little control over
physical illness. They examined the capacity of supportive
their academic success, presence of severe discipline at
communication received from friends and family
home as a force to hard study, comparison of the student
(emotional and informational) to buffer the influence of
to his peers from the parents, spending much time for
academic stress on health. Results indicated that the
computer games and internet and no enough time for
association between academic stress, depression
doing homework and study, presence of rigid, violent and
decreased as instrumental support increased. Further,
strict teachers in schools, That, in turn can be culminate to
lack of emotional support was negatively associated with
severe stress, depression, poor academic performance
depression across the levels of academic stress.
and also drop out. The symptoms of depression begins as
A study of Smith, Kenneth and Sinclair (1998) found that the lack of energy, unable to making relationship at

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home, refuse of social communications, school truancy score in academic stress scale (mean score is 5.06), were
and abstain of schooling (Gelder et al,1991). Thus selected as samples for the present study.
identifying students experience with these variables and Procedure
addressing these variables in practical setting may help
The design of the present study is an ex-post facto design
students alleviate their experience of academic related
with the following procedure.
stress and have a less stressful and possibly more fulfilling
lContacting and obtaining permission from the
school career (kimberly & Smith, 2009).
institution.
Methodology
lScreening the students for academic stress,
Objectives
depression and aggression using the research tools in
lTo study the relationship between academic stress the counseling centers.
and aggression. lSelection of samples for research based on high
lTo study the relationship between academic stress score on academic stress.
and depression. lAdminister research tools on the selected samples.
lTo study the relationship between academic stress lObtaining the marks of selected student from the
and academic performance.
concerned institute.
lTo study the simple and multiple relationships among lAfter the data Collection, the analyses of data have
academic stress, aggression and depression with
done by using the appropriate statistical methods.
academic performance.
Instruments
lTo comparison of academic stress, aggression,
Scale for Assessing Academic Stress (SAAS)
depression and academic performance between
A 30-item self-report measure will be used for assess all
the girl and boy students.
possible major indicator of academic stress in terms of
Hypotheses
their presence or absence. This scale is made by Sinha,
lThere is a significant relationship between academic
Sharma and Mahendra (2001) on a random sample of
stress and aggression.
400 (Male 200, Female 200) school student. SAAS
lThere is a significant relationship between academic measures five independent factors that are five
stress and depression. components of academic stress indicating expression of
lThere is a significant relationship between academic academic stress through different channels: cognitive,
stress and academic performance. affective, physical, social, interpersonal and
lThere are multiple relationships among academic motivational. All the items under each factor have fairly
stress, aggression and depression with academic high loading ranging from 0.60 to 0.85. The subject has to
performance. select one out of two alternative responses (yes and no) for
each item of the seal.
lThe girl and boy students are different from the point
of academic stress, aggression, depression and The test- re-test reliability of SAAS over the period of one
academic performance. month is 0.88 and split-half reliability is 0.75 indicating
adequate reliability of the scale. Internal consistency of
Participants
the scale is also adequate being in a range of 0.30 and
Using a random sampling technique, students in Azad
0.81.
university of Behbahan (in Iran) including boys and girls
When the pattern of distribution of SAAS scores of all the
who had academic stress, selected with distribution of
subjects as analyzed, the mean score was 5.06 with
demographic variable like chronological age, and sex.
standard deviation of 2.78.
6o students consists of 30 girls and 30 boys who had high

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Beck Depression Inventory (BDI) Internal consistency for total score is ranged from .72 to
Developed by Beck et al in (1961) and reviewed several .89. Retest reliability for the BPAQ over nine weeks is
times since then. BDI is a 21-item self report measure to satisfactory (correlations ranged from .72 to .80.
identify presence of severity of different symptoms of Construct validity for the Buss-Perry scale is supported, to
depression it is widely used tool with well proven some extent, by their relative associations with other self-
psychometric properties reliability: Test-retest reliability report measures of personality traits.
has been studied in the case of 38 patients who were Results and Discussion
given the BDI on two occasions. It was discovered that the
To assess the simple relationships between the variables
changes in BDI scores tended to parallel changes in the
the Pearson's coefficient of correlation were used.
clinical reading of the depth of depression, indicating a
Hypotheses 1
consistent relationship between BDI scores and patient's
The coefficient of correlation between academic stress
clinical state. The reliability figures here were above .90.
and aggression in total sample was (.54) that is statistically
Internal consistency studies demonstrate a correlation
significant (p<. /..1; N=60). Further, results show that the
coefficient of .86 for the test items, and the spearman-
coefficient of correlation between academic stress and
brown correlation for the reliability of the BDI yielded a
aggression in the girls(r=.56' n=30; p <. %1) and in the
coefficient of .93. Content validity would seem to be quite
boys(r=.51; n=30; p < %1) that are significant (Table 1).
high since the BDI appears to evaluate well a wide variety
of symptoms and attitudes, associated with depression. Hypotheses 2
One study addressing concurrent validity demonstrated a The coefficient of correlation between academic stress
correlation of .77 between the inventory and psychiatric and depression in total sample (r=.49; N=60; p<. /..1), in
rating using university students as subjects. Beck reports girls(r=.61; n=30; p<%1), and in boys(r=.38; n=30;
similar studies in which coefficient of 0.65 and 0.67 were p<%5) which are statistically significant.
obtained in comparing results of the BDI with psychiatric Hypotheses 3
ratings of patients (Linda, 1982). Results showed a negative significant correlation
Buss-Perry Aggression Questionnaire between academic stress and academic performance
The Buss-Perry Aggression Questionnaire (BPAQ; Buss & in total sample ®=- .44; N=60; p<. /..1); in girls (r=-.845;
Perry, 1992) represents a revision of the Buss-Durkee n=30; p<%1); and in boys(r=.40; n=30; p<%1). This
Hostility Inventory (BDHI), including revisions of the means that increased stress can lead to poor academic
response format and item content to improve clarity. achievement.
Although, as with the Buss-Durkee scale, items for a 6 prior Hypotheses 4
subscales were initially included in this measure, item- Multiple coefficients of correlation were used for the
level factor analyses across three samples confirmed the assessment of this hypothesis. In this way, variables such as
presence of only 4 factors, involving Physical Aggression, academic stress, aggression and depression as predictor
Verbal Aggression, Anger, and Hostility. Items which were
Academic
included in a planned Resentment subscale appeared to Variables Academic stress Aggression Depression performance

load with Hostility (confirming the relationship between Groups M F T M F T M F T M F T

Suspicion and Resentment seen in the original Buss- Academic 1 1 1 .51 .56 .54 .38 .61 .49 -.40 -.45 -.44
stress
Durkee),and the items from a planned Indirect Aggression Aggression .51 .56 .54 1 1 1 .84 .82 .84 -.67 -.84 -.73
subscale appeared to be distributed across the other
Depression .38 .61 .49 .84 .82 .84 1 1 1 -.71 -.82 -.76
factors. 29-items, 5-point scale from 1 (extremely Academic
performance -.40 -.45 -.44 -.67 -.84 -.73 -.71 -.82 -.76 1 1 1
uncharacteristic of me) to 5 (extremely characteristic of
me). Table 1. Coefficient of Correlations Between the Variables

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model Multiple coefficient Adjusted Standard error

Enter
groups of correlation R- Square R-Square of estimation In present study the relationship of academic stress with
female .88 .77 .74 .73 aggression, depression and academic performance has
male .73 .53 .47 1.10
were investigated. The results of this study are discussed in
total .82 .68 .66 .98
terms of two axis: (1) the simple and multiple correlations
Table 2. Multiple Coefficient of Correlation
among the variables. (2) The comparison of variables
variables and academic performance as a criterion
between the boys and girls.
variable were entered with the enter method into
Axis 1
regression equation. The multiple coefficient of
correlation between the variables in total sample (R=.82) The pearson's coefficient of correlation showed that
and R-Square to explanation of variance of academic academic stress has a simple significant correlation to
performance was (R2=.68) that implies 68 percent of aggression, depression and academic performance.
variance of academic performance is able to be Further, the analyses of regression indicate that
explained on the basis of predictor variables. academic stress, aggression and depression have a
multiple correlation with academic performance. These
To determining the significance of R-Square analyze of
findings are conforming previous studies for example;
variance were used. Since the proportion of observed F
Johnson, 1979; Sinha, 2000; Smith, 1998; Struthers, 2000;
(39.38) with the degree of freedom (3, 56) is more than its
and Hindshow, 1992.
critical value, the R-Square and sum up the regression is
statistically significant (p<. /..1). Further, results show that An explanation to this finding is that the students having
there is a multiple correlation between the academic academic stress usually use poor coping strategies which
stress, aggression, depression and academic impress negatively their coping ways to stressful situations.
performance in girls (R=.88; R2=.77; DF; 3, 26; F=28.73; The negative experience of situation will frustrate the
p<%1), and boy student(R=.73; R2=.53; DF; 3, 26; person to getting his goals and may in turn lead to low self-
F=11.77; p<%1) (Table 3). efficacy that appears as depression, feeling of
helplessness, spells of anger and violence. The
Hypothesis 5
consequence of these states can lead to low academic
To assessment of differences among the variables in two
performance and drop out. Also, chronic stress releases
groups independent t-test were used. Results showed that
the high level of cortisol that affect negatively the
two groups are different in terms of aggression (t=3.45;
Statistics
Gender
df.58; p<. /..1) and depression (t=3.23; df.58; p<. /..1). Variables Mean SD DF t sig

Further, for more confidence, multivariate analysis of Academic stress Female 18.03 4.93
58 .882 N.S
Male 17 4.11
variance were obtained findings like t-test.
Aggression Female 32.63 12.50
58 3.45 P<%1
Conclusion Male 42.80 10.22

Depression Female 29.87 7.69

Sum of Mean of 58 3.23 P<%1
Sex Model Male 22.70 9.85
squares DF squares F Sig.
Female regression 46.03 3 Academic Female 14.67 1.88
15.34 58 1.40 N.S
performance Male 14.06 1.44
residual 13.88 26 .534 28.73 P<./..1
Table 4. Independent t-test
total 59.92 29
regression Variables Sum of Df Df error Mean F sig
Male 35.33 3
11.77 squares hypothesis squares
9.70
residual 31.57 26
1.214 P<./..1 Academic stress 16.017 1 58 16.017 .78 N.S
total 66.90 29
Aggression 1550.72 1 58 1550.72 11.89 ./..1
regression 113.52 3
37.38 Depression 770.72 1 58 770.72 10.45 ./..2
Total residual 53.81 56
.961 39.38 P<./..1 Academic
total 167.33 59 performance 5.46 1 58 5.46 1.95 N.S

Table 3. Analysis of Variance Table 5. Multivariate Analysis of Variance

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hippocampus that is important in memory and learning. stress. This can result from lack of resources for managing
Therefore, high levels of kortizol can decrease the stress and anxiety to demanding homework and tasks
hippocampus cells and result in reduced memory and related to the university. Some factors which led to
poor performance. academic stress were: too much assignment, parent's
Axis 2 expectations, explanatory exams, time pressures
especially during the exams, mixed classes (boys and
The independent t-test and also multivariate analyses of
girls) and fear of embarrassing and blaming in front of
variance showed that there is a significant difference
classmates, and climate conditions (the warm weather in
between boys and girls in terms of aggression and
the spring that makes students upset in the exam's
depression.
sessions).
One of the greatest risk factors for depression is simply
Weaknesses and suggestions
being female. Women are at least twice as likely to
experience all types of depressed states as are men. One The correlational nature of this study precludes making
possible explanation is that while women in general any causal conclusions. Therefore, several explanations
receive more social support than do men, they are also of these findings can be proposed. For example, there is
expected to offer more support. Because support-giving the possibility that depressive symptoms and aggressive
often involves them in the problems and stressors behaviors may cause academic stress. Alternatively,
experienced by others, women may on average academic stress may cause depression and aggression,
experience more stress than men (Paykel, 1991). i.e. students who are performing poorly may, as a result of
the accompanying stress, be less able to manage and
Gender differences in aggression have frequently been
control their aggressive behavior.
reported, such that men and boys show more aggression
than women and girls, especially in terms of physical Another limitation is that this study is carried out on a small
aggression (Burtun, Hafetz & Henninger, 2007). The sample of a large population. The results should be
difference in male violence is usually ascribed to inherited considered in context, and not be generalized to other
biology—mainly to adult males having 20 times as much segments of population without further investigations. In
testosterone as females. particular, similar studies should be conducted on a
greater sample.
A number of theoretical papers and some empirical
evidence suggest that men, in response to stress, tend to Here are some practical suggestions
externalize their negative affect, including in terms of Universities should include stress management
aggressive acting out, whereas women show more techniques (e.g. problem-solving training, time-
internalizing feelings (Ogle, Maier-Katkin, & Bernard, 1995; management training) especially for freshmen students
Burns & Katkin, 1993; Taylor et al, 2000). Women also tend that emphasizes the use of cognitive components to deal
to choose distraction rather than rumination as a way of with academic stress.
cognitively dealing with anger-inducing situations, Also, students can practice the following methods to
whereas men tend to ruminate more about their anger manage their stress.
(Rusting & Nolen-Hoeksema, 1998; Frodi, 1978).
Exercise: exercise has been proven to have a beneficial
Research also indicates that female participants tend to
effect on a person's mental and physical state. For many
inhibit the expressions of negative emotions (Tobin et al.,
people exercise is an extremely effective stress buster.
2000), and men are more likely to express these outwardly,
Assertiveness: don't say yes to everything. If you can't do
particularly anger (Fabes & Eisenberg, 1992).
something well, or if something is not your responsibility, try
In general, this study indicated that within the studied
to seek ways of not agreeing to do them.
population, a lot of them showed academic related
Nutrition: eat plenty of fruit and vegetables. Make sure you

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 RESEARCH PAPERS

have a healthy and balanced diet. reactivity to stress: A multivariate approach. Journal of
Time: make sure you set aside some time each day for Behavioral Medicine, 16, 445-465.
yourself. Use that time to organize your life, relax, and [3]. Burton, L., Hafetz, J., & Henninger, D. (2007). Gender
pursue your own interests. Differences in Relational and Physical Aggression. Soical
Breathing: there some effective breathing techniques Behavior And Personality, 35(1), 41-50. Retrieved
which will slow down your system and help you relax. You fromhhttp://www.fordham.edu/academics/programs_at
can engage in deep, regular breaths from your _fordham_/psychology/burton.
diaphragm for a minimum of 2 minutes when exposed to [4]. Buss, A. H., & Perry, M. P. (1992). The aggression
a stressor or before entering into a situation that induces questionnaire. Journal of Personality and Social
stress. Psychology, 63, 452-459.
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visual, auditory, or tactile stimulation to distract from a determinant of academic achievement. University of
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ABOUT THE AUTHORS

Dr. Ali Khanehkeshi is teaching in the Azad university in Iran from 2001 until now. He have taught subjects such as statistics,
research methodology, learning psychology and social pathology. He is the chairman of the Department of counseling and also
work as a counselor in the counseling center. He has done several researches regarding academic performance, emotional
instability, prosocial behavior, personality traits, behavioral disorders; aggression, depression; religious beliefs , mental health
and identity making, and his academic grades include bachelor of clinical psychology (with mean of 85)%, master of general
psychology(with mean of 93%), and Ph.D in clinical psychology.

Basavarajappa is working as a Professor and Chairman of Department of studies in Psychology, University of Mysore, Mysore,
India.

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