Title

PSYCHO-EMOTIONAL STRESS, SELF-REGULATING LEARNING STRATEGIES, AND ACADEMIC PERFORMANCE AMONG NURSING STUDENTS

Author(s)

JANICA L. SANCHEZ

ANGELENE F. SARBIDA

MARIELLE O. SAYSON

QUEVY G. SEMILLANO

SHAYNE MAE M. TUMAMPOS

Affiliation

Misamis University

Degree Program

Bachelor of Science in Nursing

Contributor

Elmedulan, Arnielyn M.

Revelo, Judy Jane S.

Lian, Charry Jo P.

Robles, Chona J.

Year

2024

Abstract

The demands of nursing courses often lead to significant psycho-emotional stress among students. Psycho-emotional stress may affect a student’s academic performance. Self-regulating learning (SRL) strategies might also be a significant factor in one’s academic performance. The study aimed to determine psycho-emotional stress, self-regulating learning (SRL) strategies, and academic performance among nursing students using a quantitative, descriptive-correlational design. A researcher-made questionnaire was utilized to gather data among 273 nursing students from one of the universities in Ozamiz City, Philippines, selected through stratified random sampling. The frequency, percentage, mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were used to analyze the data. The findings showed that nursing students have high levels of psychological stress, while the self-regulating learning (SRL) strategies were good. The nursing students’ overall academic performance was very satisfactory. Further, the psycho-emotional stress was significantly correlated with their academic performance. However, academic performance was not affected by self-regulating learning (SRL) strategies. Since the study indicated that nursing students have a high level of psychological stress, which is associated with their academic performance, students must recognize their stress levels and take appropriate action to reduce them. It is also useful for nursing students to explore and develop a variety of self-regulating learning (SRL) strategies.

Keywords

psycho-emotional stress, self-regulating learning strategies, academic performance