The impact of self-esteem, academic self-efficacy and perceived stress on academic performance: A cross-sectional study of Saudi psychology students

Abstract

Abstract Self-esteem, academic self-efficacy, perceived stress, and preferred learning styles have been linked to academic performance. Investigation of the relationships between these variables has mainly occurred with medical and dental tertiary students in Saudi Arabia, but no previous study has focused on psychology students. The main purpose of the current study was to assess stress levels and preferred learning styles, and examine the relationships between self-esteem, academic self-efficacy, perceived stress, and academic performance among a cohort of psychology students in Saudi Arabia. Participants were 214 psychology students from Taif University and King Abdulaziz University, who completed online measures including the VARK, the Perceived Stress Scale (PSS), the Academic Self-Efficacy (ASE), and the Rosenberg Self-Esteem Scale (RSES). Prevalence of stress was overwhelming, with 71% being highly stressed (PSS≥ 27-40). Most of the sample preferred a multimodal learning style. Furthermore, low yet significant correlations between academic performance and academic self-efficacy, rs(212)= .188, p=.003, and self-esteem, rs(212)= .121, p= .039, were identified. However, academic performance was not correlated with perceived stress levels.