Academic Stress, Academic Performance and the Psychological Well-Being of Senior High School Remedial Students in the Greater Accra Region of Ghana

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dc.contributor.advisor Opare-Henaku, A.
dc.contributor.advisor NYARKO, K.
dc.contributor.author Duncan-Williams, B.
dc.contributor.other University Of Ghana, College of Humanities, School of Social Sciences, Department of Psychology
dc.date.accessioned 2016-09-20T08:49:22Z
dc.date.accessioned 2017-10-14T02:02:23Z
dc.date.available 2016-09-20T08:49:22Z
dc.date.available 2017-10-14T02:02:23Z
dc.date.issued 2015-07
dc.identifier.uri http://197.255.68.203/handle/123456789/8635
dc.description Thesis(MPhil)- University of Ghana, 2015
dc.description.abstract This study investigated the influence of academic stress and academic performance on the psychological well-being of Senior High School (SHS) remedial students ranging from 18 to 25 years. The moderating role of social support, africultural coping, gender and socio-economic status in the relationship between academic stress and psychological well-being were also investigated. The moderating role of academic self-efficacy, in the relationship between academic performance and psychological well-being was also investigated. Data was collected from One hundred and eighty-two (182) SHS remedial students from two remedial schools in Accra. Questionnaires administered were the Student-Life Stress Inventory (SLSI), Depression Anxiety Stress Scale (DASS- 42), the Africultural Coping Systems Inventory (ACSI), Multidimensional Scale of Perceived Social Support (MSPSS) and the Academic Self-Efficacy Scale. Results from the analysis using the Pearson product-moment correlation coefficient indicated a positive relationship between academic stress and psychological well-being (increasing scores on the DASS-42 indicates poorer psychological well-being). Similarly, Academic performance was not related to psychological well-being. Further analysis using, Hierarchical Multiple Regression analyses showed that social support, africultural coping, gender, and socio-economic status did not moderate the relationship between stress and psychological well-being. Lastly, an analysis using the independent t-test indicated gender differences in the psychological well-being of the students. en_US
dc.format.extent xi,110p:ill
dc.language.iso en en_US
dc.publisher University Of Ghana
dc.subject Stress en_US
dc.subject Academic Performance en_US
dc.subject Psychological Well-Being en_US
dc.subject Remedial Student en_US
dc.subject Academic en_US
dc.title Academic Stress, Academic Performance and the Psychological Well-Being of Senior High School Remedial Students in the Greater Accra Region of Ghana en_US
dc.type Thesis en_US
dc.rights.holder University Of Ghana


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