Psychological stress and perceived school success among undergraduate medical students at school of medicine Makerere University of Medicine Makerere University
Otieno, Emma Christine
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This abstract provides an overview of the study's objectives, methodology, findings, and conclusions regarding the relationship between psychological stress and perceived academic success among undergraduate medical students at Makerere University. The study aimed to investigate the relationship between psychological stress and perceived academic success among undergraduate medical students at Makerere University. The research aimed to provide insights into the psychological well-being and academic success of these students. A cross-sectional survey design was employed to collect data through a self-administered questionnaire from a representative sample of undergraduate medical students. Quantitative research techniques were used to analyze the data and explore relationships between psychological stress, academic coping mechanisms, and perceived academic success. Ethical considerations were given priority to ensure the study's ethical conduct. Analysis of descriptive statistics revealed various stressors, including academic demands, parental expectations, financial difficulties, and inadequate campus facilities. These stressors impacted students' well-being and academic performance, aligning with prior research. Undergraduate medical students at Makerere University experienced moderate levels of psychological stress due to the demanding nature of medical education. Research by Dyrbye et al. supported the influence of academic demands and extracurricular commitments on students' psychological well-being. Correlation analysis indicated weak correlations between psychological stress and perceived academic success. Other factors like self-efficacy, motivation, study habits, and social support played pivotal roles. Research by Pintrich and Bandura aligned with these findings. vi 7 Conclusion and Recommendations: The study's findings highlighted the multi-faceted nature of academic success, acknowledged individual differences, and emphasized the significance of considering the complex interplay of factors influencing students' academic experiences. The study recommended targeted interventions and support mechanisms to enhance student well-being and performance. Future research could further explore these factors to gain a comprehensive understanding of students' academic experiences and success determinants.