The Influence of Student Stress Levels and Student’s Mobile Technology Acceptance Levels on Student’s Academic Performance
DOI:
https://doi.org/10.12928/ijemi.v5i3.9169Keywords:
Academic performance, Academic stress level, Education quality, Mobile technology acceptance levelAbstract
One way to measure education quality is to evaluate students' learning outcomes. Therefore, this study aims to determine the effect of student stress levels and mobile technology acceptance levels on their learning outcomes. This research method used two methods, namely the Chi-Square method and the correlation method. The Chi-Square method tests the following hypotheses: (a) is there a significant effect between student stress levels and their learning outcomes? (b) is there a significant effect between students' mobile technology acceptance level and learning outcomes? Meanwhile, the correlation method used to test the hypothesis is as follows: (c) is there a significant correlation between the stress level of students and their learning outcomes? Moreover, (d) Is there a significant correlation between students' mobile technology acceptance level and learning outcomes? The Chi-Square results for testing hypothesis (a) show that there is a significant influence between the stress level of students and student academic performance. The Chi-Square results for testing hypothesis (b) show no significant effect between the level of mobile technology acceptance and student academic performance. The correlation result for testing hypothesis (c) shows a significant negative correlation between student stress levels and academic performance. The correlation result for testing hypothesis (d) shows a significant positive correlation between the mobile technology acceptance level and students' academic performance
References
Ahmady, S., Khajeali, N., Kalantarion, M., Sharifi, F., & Yaseri, M. (2021). Relation between stress, time management, and academic achievement in preclinical medical education: A systematic review and meta-analysis. Journal of Education and Health Promotion, 10(1), 32. https://doi.org/10.4103/jehp.jehp_600_20
Alharbi, E. S., & Smith, A. P. (2018). Review of the Literature on Stress and Wellbeing of International Students in English-Speaking Countries. International Education Studies, 11(6), 22. https://doi.org/10.5539/ies.v11n6p22
Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., & Bafaraj, S. M. (2021). Impact of Time-Management on the Student’s Academic Performance: A Cross-Sectional Study. Creative Education, 12(03), 471–485. https://doi.org/10.4236/ce.2021.123033
Becker, S., Klein, P., Gößling, A., & Kuhn, J. (2020). Using mobile devices to enhance inquiry-based learning processes. Learning and Instruction, 69, 101350. https://doi.org/10.1016/j.learninstruc.2020.101350
Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale. Health Psychology Open, 2(2), 205510291559671. https://doi.org/10.1177/2055102915596714
Biloš, A., Turkalj, D., & Kelić, I. (2017). Mobile Learning Usage and Preferences of Vocational Secondary School Students: The cases of Austria, the Czech Republic, and Germany. Naše Gospodarstvo/Our Economy, 63(1), 59–69. https://doi.org/10.1515/ngoe-2017-0006
Boticki, I., Baksa, J., Seow, P., & Looi, C.-K. (2015). Use a mobile social learning platform with virtual badges in a primary school. Computers & Education, pp. 86, 120–136. https://doi.org/10.1016/j.compedu.2015.02.015
Brown, T. H., & Mbati, L. S. (2015). Mobile learning: Moving past the myths and embracing the opportunities. The International Review of Research in Open and Distributed Learning, 16(2). https://doi.org/10.19173/irrodl.v16i2.2071
Calaguas, G. M. (2012). Parents/teachers and self-expectations as sources of academic stress. International Journal of Research Studies in Psychology, 2(1). https://doi.org/10.5861/ijrsp.2012.136
Chraif, M. (2015). Correlative Study between Academic Satisfaction, Workload and Level of Academic Stress at 3rd Grade Students at Psychology. Procedia - Social and Behavioral Sciences, pp. 203, 419–424. https://doi.org/10.1016/j.sbspro.2015.08.317
Deb, S., Strodl, E., & Sun, J. (2014). Academic-related stress among private secondary school students in India. Asian Education and Development Studies, 3(2), 118–134. https://doi.org/10.1108/AEDS-02-2013-0007
Díaz-Sainz, G., Pérez, G., Gómez-Coma, L., Ortiz-Martínez, V. M., Domínguez-Ramos, A., Ibañez, R., & Rivero, M. J. (2021). Mobile learning in chemical engineering: An outlook based on case studies. Education for Chemical Engineers, 35, 132–145. https://doi.org/10.1016/j.ece.2021.01.013
Feld, L. D., & Shusterman, A. (2015). Into the pressure cooker: Student stress in college preparatory high schools. Journal of Adolescence, 41(1), 31–42. https://doi.org/10.1016/j.adolescence.2015.02.003
González-Martín, A. M., Aibar-Almazán, A., Rivas-Campo, Y., Castellote-Caballero, Y., & Carcelén-Fraile, M. del C. (2023). Mindfulness to improve the mental health of university students. A systematic review and meta-analysis. Frontiers in Public Health, 11. https://doi.org/10.3389/fpubh.2023.1284632
Häfner, A., Stock, A., & Oberst, V. (2015). Decreasing students’ stress through time management training: an intervention study. European Journal of Psychology of Education, 30(1), 81–94. https://doi.org/10.1007/s10212-014-0229-2
Han, I., & Shin, W. S. (2016). The use of a mobile learning management system and academic achievement of online students. Computers & Education, pp. 102, 79–89. https://doi.org/10.1016/j.compedu.2016.07.003
Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, pp. 107, 91–99. https://doi.org/10.1016/j.compedu.2017.01.006
Indriaswuri, R., Gading, I. K., Suranata, K., & Suarni, N. K. (2023). Mindfulness and Academic Performance: A Literature Review. Migration Letters, 20(9), 341–358. https://doi.org/10.59670/ml.v20i9.6087
Jun, S., & Choi, E. (2015). Academic stress and Internet addiction from general strain theory framework. Computers in Human Behavior, 49, 282–287. https://doi.org/10.1016/j.chb.2015.03.001
Kariv, D., Heiman, T., & Zion, R. Le. (2005). Stressors, Stress and Coping in Dual-Demand Environments: The Case of Working ‘Back to Schoolers.’ Journal of Adult and Continuing Education, 11(1), 91–110. https://doi.org/10.7227/JACE.11.1.8
Karyotaki, E., Cuijpers, P., Albor, Y., Alonso, J., Auerbach, R. P., Bantjes, J., Bruffaerts, R., Ebert, D. D., Hasking, P., Kiekens, G., Lee, S., McLafferty, M., Mak, A., Mortier, P., Sampson, N. A., Stein, D. J., Vilagut, G., & Kessler, R. C. (2020). Sources of Stress and Their Associations With Mental Disorders Among College Students: Results of the World Health Organization World Mental Health Surveys International College Student Initiative. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01759
Kim, Y., Kwak, K., & Lee, S. (2016). Does Optimism Moderate Parental Achievement Pressure and Academic Stress in Korean Children? Current Psychology, 35(1), 39–43. https://doi.org/10.1007/s12144-015-9355-5
Lai, Y., Saab, N., & Admiraal, W. (2022). University students’ use of mobile technology in self-directed language learning: Using the integrative behavior prediction model. Computers & Education, 179, 104413. https://doi.org/10.1016/j.compedu.2021.104413
Leslie, K., Brown, K., & Aiken, J. (2021). Perceived academic-related sources of stress among graduate nursing students in a Jamaican University. Nurse Education in Practice, p. 53, 103088. https://doi.org/10.1016/j.nepr.2021.103088
Liu, Y. (2015). The longitudinal relationship between Chinese high school students’ academic stress and academic motivation. Learning and Individual Differences, pp. 38, 123–126. https://doi.org/10.1016/j.lindif.2015.02.002
Muluneh, B. N., & Bejji, T. D. (2024). The moderating role of psychological capital in the relationship between school-related stress and outcomes of academic achievement and behavior problems among students with health impairments. Heliyon, 10(9), e29730. https://doi.org/10.1016/j.heliyon.2024.e29730
Mutambara, D., & Bayaga, A. (2021). Determinants of mobile learning acceptance for STEM education in rural areas. Computers & Education, 160, 104010. https://doi.org/10.1016/j.compedu.2020.104010
Nikolopoulou, K. (2018). Mobile learning usage and acceptance: perceptions of secondary school students. Journal of Computers in Education, 5(4), 499–519. https://doi.org/10.1007/s40692-018-0127-8
Parsons, D., Gardner, P., Parry, S., & Smart, S. (2022). Mindfulness-Based Approaches for Managing Stress, Anxiety, and Depression for Health Students in Tertiary Education: A Scoping Review. Mindfulness, 13(1), 1–16. https://doi.org/10.1007/s12671-021-01740-3
Paul, M. W. (2021). Mobile Technology Pedagogy: Improved Student Engagement for Improved Self-Assessment. International Journal of Technology in Education, 4(4), 695–707. https://doi.org/10.46328/ijte.171
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement, and academic performance: Examining the interrelations. Computers in Human Behavior, pp. 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084
Raufelder, D., Kittler, F., Braun, S. R., Lätsch, A., Wilkinson, R. P., & Hoferichter, F. (2014). The interplay of perceived stress, self-determination, and school engagement in adolescence. School Psychology International, 35(4), 405–420. https://doi.org/10.1177/0143034313498953
Suo, W.-J., Goi, C.-L., Goi, M.-T., & Sim, A. K. S. (2021). Factors Influencing Behavioural Intention to Adopt the QR-Code Payment. International Journal of Asian Business and Information Management, 13(2), 1–22. https://doi.org/10.4018/IJABIM.20220701.oa8
Yusoff, M., Rahim, A., & Yaacob, M. (2010). The Development and Validity of the Medical Student Stressor Questionnaire (MSSQ). ASEAN J Psychiatry, 11(1).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 I.G.P. Asto Buditjahjanto, Naim Rochmawati, Parama Diptya Widayaka, Dodik Arwin Dermawan, Rosalia Indah Trisanti, Mohammad Wildan Habibi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright to this article is transferred to Universitas Ahmad Dahlan (UAD) if and when the article is accepted for publication. The undersigned hereby transfers any rights in and to the paper including without limitation all copyrights to UAD. The undersigned hereby represents and warrants that the paper is original and that he/she is the author of the paper, except for material that is identified as to its source, with permission notices from the copyright owners where required. The undersigned represents that he/she has the power and authority to make and execute this assignment.
We declare that:
This paper has not been published in the same form elsewhere.
It will not be submitted anywhere else for publication before acceptance/rejection by this Journal.
Copyright permission is obtained for materials published elsewhere and which require this permission for reproduction.
Furthermore, I/We hereby transfer the unlimited rights of publication of the above-mentioned paper in whole to UAD. The copyright transfer covers the exclusive right to reproduce and distribute the article, including reprints, translations, photographic reproductions, microform, electronic form (offline, online), or any other reproductions of similar nature.
The corresponding author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. This agreement is to be signed by at least one of the authors who have obtained the assent of the co-author(s) where applicable. After submission of this agreement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted.
Retained Rights/Terms and Conditions
Authors retain all proprietary rights in any process, procedure, or article of manufacture described in the Work.
Authors may reproduce or authorize others to reproduce the Work or derivative works for the authors' personal use or for company use, provided that the source and the UAD copyright notice are indicated, the copies are not used in any way that implies UAD endorsement of a product or service of any employer, and the copies themselves are not offered for sale.
Although authors are permitted to re-use all or portions of the Work in other works, this does not include granting third-party requests for reprinting, republishing, or other types of re-use.