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IJRAR19L2061 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 445

The Relationships between Self-concept, Stress and

Academic Achievement among Second Year Robe

College Students

Kefyalew Kebebe1

Madda Walabu University, College of Education and Behavioural Studies,

Department of Psychology, Bale Robe, Ethiopia

Abstract

The major purpose of this study was to investigate the relationships among self-concept, stress and students` academic achievements in

Robe College of Teachers Education. In order to attain the basic research questions and objectives of the current stud, a descriptive

survey research design was employed. The data were collected through two major types of self-report questionnaire developed from

(Lampert, 2007, self-concept scale and Petroff & Linda 2008, stress check list). Regarding academic achievement, students’ CGPAs were

collected from office of the registrar. Among 723 target population, 252 participants were selected based on stratified random sampling.

Analysis and findings was based on the responses of 241 respondents. With respect to analysis, descriptive statistics such as frequency

count, range, mean, standard deviation and correlation coefficient were employed. Moreover independent t-test was also used to

investigate gender difference. The current study revealed that, significant symptoms of self-concept and stress were observed; the study

identified that more than two-third of students was under stressed, With regard to the relation of self-concept was significantly and

positively related with academic achievement (.611). However, self-concept was significantly and negatively correlated with stress (-

.493). The finding also showed that stress was significantly and negatively correlated with academic achievement ((-.707) and played a

dominant role in influencing academic achievement. Moreover, the recent study results indicated that there were significant gender

differences in self-concept and stress, in favoring male students were significantly better than the female students and also female

students were more affected than male students by stress.

Key words: Academic achievements, Self-concept, Stress

Introduction

Self-concept is a self-understanding and currently applicable to one’s attitudes and traits. Self-concept is broad in cognitive description of

one's attributes and affective evaluation of it (Choi, 2005; Lampard, 2007; Jamaludin, 2011,). Bong and Clark (1999) also defined self-

concept as all of information that an individual possesses about his/her own self and which has an impact on students` academic

achievements. Moreover, academic self-concept is a cognitive aspect of one’s self and dynamic multidimensional construct with regard to

academic function (Choi, 2005; Malik, Fatima, Ch, 2016).

Different scholars defined stress of mental or emotional tension and also as a number of usual reactions of the body i.e. mental,

emotional, physiological intended for self-hesitation. Stress can face in different ways on which it exist an individual’s daily life. Stress is

a body reaction in both neurologically and psychologically, to adapt to a new situation (Petroff, 2008; Elias, Ping, Abdullah, 2011). Stress

had a negative impact on academic success of college students (Andrews & Wilding, 2004). From this one can infer that, if students have

faced stress, they would not score good result. Stress can be negatively affect individuals, when an individual negatively perceived it

(Kumari, Gartia, 2012). Struthers, Perry, & Menec, 2000; Andrews & Wilding, 2004; Siraja & Hasan, 2012 found that stress in academic

situation can have a positive consequence on academic performance.

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An academic achievement is the outcome of education students apprehend at school, university or college in class, in a laboratory, library

or fieldwork. In general, academic achievement is defined as a student’s academic performance in school, college/University (Chen and

Thuen, 2007). Chen and Thuen (2007) explored that students’ ability to identify with positive academic qualities and to establish

educational goals related to high scholastic achievement but many students are unable to identify with the qualities associated with

successful academic achievement due to low academic self-concept. Academic achievement generally refers to how well a student is

accomplishing his or her tasks and studies. The most well-known indicator of academic achievement, grades is the student's 'score' for

their classes and overall performance.

However, some researchers indicated that high self-concept and absence of stress could not increase an academic achievement in a direct

but it may increase an indirect way (Eweniyi, 2009; Umari, 2012; Jeffreys, 1998). This indicates that self-concept and absence of stress

have not positive relationship with academic achievements. Jeffreys (1998) defined that the more challenging the goals are the more

motivation they stimulate. So this infers that low self-concept does not affect students` academic achievements and it has not a positive

relationship with academic achievements. As a result this study tries to examine this difference.

Self-concept, stress and academic achievement are the main concern of this study. Because of this higher institution should have to take

practical measurement to alleviate low self-concept and stress which affect their academic achievement. Unless, students are not able to

normalize their state of mind to maximize their potential against challenges, they could face many problems in college (Jibril, 2012).

Other scholars also recommend that with its multiple systems support of academic achievement in higher institutions should have to assist

(Kassahun, 2002, Yusuf, 1998). Because of the above reasons, low self-concept and stress make students` not to score good result.

Similarly these problems widely manifested in Robe College of Teachers` Education.

According to the charter of the colleges (2013), students` academic probation, each student has to score cumulative GPA 2.00 and above

to survives in college for each semester. If students couldn’t score 2:00 they dismissed from the college. This lead the students again add

psychological fear and stress (Akomolafe, 2013; Kajian, 2006; Marcer & Marcer, 1988). This clearly indicates that low academic

achievement of the learners expose them for high psychological disturbance. Additionally, students who earn “D” or “F” become under

survival and become warned/ dismissed from the college. The same situations were observed in Robe College especially in relation with

their achievements. Each year below pass achievers were numerous and stopped their education. For instance, in 2015 the number of

dismissals, warned and border achievers were 280/950; in 2016, 253/700; in 2017, 235/600 and in 2018, 223/550 candidates. From these

the numbers of dismissals were 263; warned and border achievers were 728. These require immediate solution from the institution to run

fast with the quality of education programmed as the country and it needs to assess the Relationship between Self-concept, stress and

Academic Achievement.

Research Questions

The research was intended to answer the following research questions.

What are the positions of students’ self-concept and stress among students?

What are the relationships between self-concept, stress and academic achievements among students?

Is there a gender difference in academic self-concept and stress among students?

Research Methods

The following procedure was used to carry out the study:

Research Design

To investigate the relationship between self-concept, stress and academic achievement, the researcher employed quantitative method. To

overcome a descriptive survey design was employed. Descriptive survey helps to figure out what exists at present by determining nature

and existing situation of the issues under the study in quantitative data collected through questionnaire (Kothari, 2004).




Population and Sampling

The target population of the study conducted was: 2018/2019 second year regular students, total number of 723 of four streams (Natural

Science & math, Language, Social Science, and Aesthetics and physical education). From these target population, the number of sample

respondents was determined using Krejcie and Morgan (1970) suggestion. Using the above scholars’ suggestion among 723 target

population 252 (34.85%) students were identified as sample size. However, analysis and findings of the current study was based on the

241 respondents to the questionnaire. The students were selected using stratified random sampling technique to fill out the questionnaire.

The detailed descriptions were illustrated in table 1.

Table1. Population and the Sample by Stream

No Stream Population Sample

Correctly

Responded

M F Total M F Total % Count %

1 Natural science and

mathematics 197 297 494 65 103 168 34.01 161 95.83

2 Social Science 15 33 48 6 15 21 43.75 20 95.24

3 Language 26 75 101 10 25 35 34.65 33 94.29

4 Aesthetics and physical

education 29 51 80 11 17 28 35.00 27 96.43

Total 267 456 723 92 160 252 34.85 241 95.63

Data Collection Instruments

In this study, the main instruments used in the study were questionnaires.

Questionnaires: In this study two different questionnaires were used in two parts. These questionnaires were on academic self-concept

and academic stress which were prepared for students self-report to measure their academic performance (CGPA) using four point Likert

Scales and check list respectively.

Academic Self-concept: symptoms items were adopted from (Jibril, 2005; Lampert, 2007). It consisted 14 items. Academic stress:

symptoms items were adopted from (Petroff & Linda, 2008). It consisted 15 items.

The average scores of 2nd year students’ Cumulative Grade Point Average (CGPA) of consecutives three semesters for each student were

collected from registrar offices of the college involved in the study to measure academic achievement.

Data Analysis Procedure

Quantitative data obtained through questionnaire were checked and organized with respect to the objectives and basic research questions.

Analysis was made using descriptive statistics (Frequency, percentage, mean, range and standard deviation) and Pearson correlation was

also used to measure the relationships between students` academic performances and the two variables. It also used to examine difference

between male and female students` responses for the two variables. Moreover, independent sample t-test was also employed to test the

significance level of differences observed on self-concept, stress and gender differences in particular. In this regard the SPSS v-20 was

used to facilitate the organization and facilitation of analysis and interpretation of the data using tables and charts.

Data Analysis and Discussion of the study The collected data were organized, tabulated and analyzed by using frequency, percentage, mean, range, standard deviation, correlation,

and t-test to achieve the objectives and research questions. Analysis and findings of the current study was based on the responses of 241

respondents to the questionnaire. The results were interpreted and discussed. This part also discussed about background information of

the respondents; which includes about sex, age, stream, and academic achievement (CGPA) of the students.




Respondents’ Background Information Table2. Information Related to Background of the Respondents in terms of Sex, Age, and Streams

Items Count %

Academic Streams

Natural Science & Mathematics 161 66.80

Social Science 20 8.30

Language Stream 33 13.69

Aesthetics & Physical Education 27 11.20

Total 241 100

Sex

Male 88 36.51

Female 153 63.49

Total 241 100

Age

18-20 years 180 74.69

21-23 years 43 17.84

24-26 years 13 5.39

Above 27 years 5 2.07

Total 241 100

Table 2 shows that, the majority of the respondents were female (63.49%). Male respondents were (36.51%). The presences of high

percent of female respondents were observed. This was associated with the quota allocated by the government for female candidates

during the selection of college entrant. In relation to this, a guideline for selection of diploma level teachers for pre-service training

program allowed large number of female candidates (more than 60%) to join teachers education colleges in Oromia ( Education Bureau,

August 2018). In terms of academic streams; among the four streams the majority of the students were from Natural Science and

Mathematics stream (66.80%). The remaining students were almost equally represented from the three streams; in that, from Language

(13.69%), from Aesthetics and Physical Education (11.20%), and from Social Science stream (8.30%). In comparison to population of the

respondents; they rationally represented each stream to respond the questionnaire. Most of the students were from Natural Science and

Mathematics stream (70%) of the college.

Figure1. Number of Respondents’ in terms of their Academic Achievements (CGPA) (N=241)

Figure 1shows that about CGPA, more than half of the students’ (57.26%) academic achievement was found below 2.50 CGPA. Among

these, 15.77% of the students’ were with lowest CGPA (below 2.00). On the contrary; students who achieved highest academic

performance, that is above 3.50 CGPA account only for 6.22%. More than half of the respondents were scored less and border achievers.

These may be due to selection problem i.e. while recruiting, low achievers selection or recruiting, absence of guidance and counseling

orientation on psychological problems like low self-concept and stress (Ayele, 2012, Akomolafe, 2012; Gupta and Jamaludin & Mazil,

2011). The result of this study was also the same with similar study done in Belgium (Lampert, 2007). Low achievers responded as they

had low self-concept and on the contrary high achievers have high self-concept and low achievers have low self-concept.

15.77

41.49

26.97

12.03

3.73

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

1.51-2.00 CGPA 2.01-2.50 CGPA 2.51-3.00 CGPA 3.01-3.50 CGPA 3.51-4.00 CGPA




Students’ Academic Self concept

Table3. Respondents Responses on Self-Concept Items

No Items Mean

(N=241) SD Ranks

1 Being college student is a very rewarding experience 2.29 0.926 14

2 If I try hard enough, I will be able to get good grades 2.90 0.819 1

3 Most of the time my efforts in college are rewarded 2.63 0.781 10

4 I feel I am a capable student 2.69 0.756 6

5 Others consider me as clever student at academic ability 2.65 0.804 9

6 Most of my instructors think that I am a good student 2.77 0.818 5

7 I am proud of my grades in college 2.55 0.718 12

8 Most of the time while taking a test I feel confidence 2.61 0.854 11

9 Most of exams are easy for me 2.67 0.636 7

10 I have a fairly clear sense of my academic goals 2.85 0.776 3

11 I consider myself as a very good student 2.86 0.771 2

12 I usually get the grades I deserve in my courses 2.54 0.707 13

13 I feel that I am better than the average college students 2.80 0.783 4

14 I feel I have good knowledge of the courses in my major area 2.67 0.912 8

All items 2.68 0.807

Table 3 shows the agreement of respondents for self-concept was a 2.68 mean score out of four point scales. Among the items of self-

concept top five items identified by students were associated with aspiration of them to have better academic results and comfortable life

at academic environment. Whereas, the items of self- concept identified as the least items of self-concept related with, lack of confidence

on their academic achievement, negative attitude toward college and grades they registered during the recent past three semesters of their

college life.

Figure2. Students’ Self-concept and Academic Achievements (CGPA) (N=241)

The data in figure 2 clearly shows that, as the number of students’ positive agreement for self-concept items increases, their possibility of

having better grades also increased. Similarly when strong agreement of students for self-concept items increased the number of students

with highest grade also increased. In other words, as the disagreement of students for self-concept items decreases their academic

achievements have been increasing.

2.07

16.21 17.03

28.33

34.13

12.78

4.29 4.182.71

0.79

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

Strongly Agree Strongly Disagree

15.79

36.86

55.4948.77

47.62

69.36

42.64

23.3020.20

17.46

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Agree Disagree




In general students self-report for self-concept items show that, positive association of better achiever students with self-concept items

and disagreements of students with lower CGPA to self-concept items; in that they would be affected by their level of self-concept. The

result of this study was also the same with similar study done in Putra Malaysia (Hassen, Sahrnavard, 2012). Low achievers responded as

they had low self-concept and high achievers had high self-concept.

Students’ Academic Stress on Academic Achievement

Table4. Respondents Responses on Items of Academic Stress (N=241)

No Items YES NO I don't know

# % # % # %

1 I was bothering about things that shouldn`t bother 136 56.43 86 35.68 19 7.88

2 I felt fearful 141 58.51 97 40.25 3 1.25

3 My sleep was changed; I sleep badly 129 53.53 109 45.23 3 1.25

4 I was not feeling happy 159 65.97 78 32.37 4 1.66

5 I felt lonely 133 55.19 105 43.57 3 1.25

6 I felt sad 117 48.55 102 42.32 22 9.13

7 I feel I had, difficulty in finding friends 144 59.75 96 39.83 1 0.42

8 I was easily quarreled with my friends and others 132 54.77 93 38.59 16 6.64

9 I had poor recall of learned concepts 119 49.38 105 43.57 17 7.05

10 I often spoke lonely 157 65.15 80 33.19 4 1.66

11 Decline in personal health 146 60.58 72 29.88 23 9.54

12 I was suffering from daily workload/study 175 72.61 56 23.24 10 4.15

13 I had fear of attending classes 91 37.76 142 58.92 8 3.32

14 I was evolving in a serious argument with instructor 140 58.09 95 39.42 6 2.49

15 I get confused of living conditions 140 58.09 97 40.25 4 1.66

All items 56.96 39.087 3.956

The data illustrated in table 4 shows that, 12 items among the 15 items of stress listed in this table were responded “Yes” by more than

50% of the respondents. Students have been suffering on daily study workloads (72.61%); they usually felt unhappy (65.97%); most

students often spoke lonely (65.15%); their personal health is declining (60.58%), and they faced difficulty in finding friends among their

peers (59.75%) were among highly responded items related to academic stress among students in the college. On the other hands items

like; fear of attending classes (37.76%) and feeling sad (48.55%) were not agreed by most respondents. The result of this study was also

the same with similar study done in college of education (Petroff & Linda, 2008; Siraja, Salam, Roslan, Hasan & Othman, 2012). Large

number of respondents (63.49%) responded as they had academic stress. The finding of this study was also the same with similar study

done in America (Misra & Castillo, 2004). So more than two third of students in Robe College were academically stressed. These indicate

that the college was not giving training on these issues.




Figure3. Stress and Students’ Academic Performances (CGPA) (N=241)

The data in figure 4 shows relative level of academic stress and academic achievements. However, the relative level of stress among

students with lower academic achievements (1.51-2.00 and between 2.01 to 2.50 CGPA) was high (82.19% and 72.24% respectively). On

the contrary the relative level of stress among students with 3.51 and above CGPA was found at the lower level (30%) of all students

respondents. The figure 4 further showed inverse relationship between stress and academic achievements of the students; in that, as the

relative level of stress increased among students, their academic performances (CGPA) considerably decreased. It increases from 30%

among students with 3.51 and above CGPA to 52.99% among students who achieved 3.01 to 3.50 CGPA. Further, it increased from

58.90% (among students with 3.01 to 3.50 CGPA) to 72.24% (for students with 2.51 to 3.00 CGPA); and reached at 82.19% among

students with less than 2.00 CGPA.

Figure4. Academic Performance among Stressed and Unstressed Students’ (N=241)

Concerning the level of stress WHO (2008), argued that if an individual’s self-report result for items of stress is above 50%; the

individual is assumed to be stressed. On the base of WHO (2008) arguments and suggestions, the results of students` self-report showed

that, among 241 student respondents 167 (69.29%) of them were found under stressed conditions. Only 30.71% were considered to be

free from stress.

Moreover, students’ responses for items related to stress were further calculated; among stressed and unstressed students` in relation to

their academic achievement (CGPA) and presented in figure 4; the variations of academic achievements were demonstrated between

stressed and unstressed students. The number of stressed students increases as the category of academic achievements decreases. The

majority of stressed students (56.29%) academic achievement was found between 2.01 to 2.50 CGPA. Next to this, 20.96% of stressed

students’ academic achievement was below 2.00 CGPA. Moreover, the number of stressed students with 2.50 to 3.00 CGPA was 19.76%.

Furthermore, only 3% of stressed students achieved 3.00 and above CGP. On the other hand the percentage share of unstressed students

with the category of academic performances increases from 4.05% at 2.00 CGPA to 45.95% at 3.01 to 3.50 CGPA. However, certain

82.19

73.24

58.90

52.99

30.00

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

1.51-2.00 2.01-2.50 2.51-3.00 3.01-3.50 3.51-4.00

20.96

56.29

19.76

2.400.604.05

8.11

22.97

45.95

18.92

0.00

10.00

20.00

30.00

40.00

50.00

60.00

1.51-2.00 CGPA 2.01-2.50 CGPA 2.51-3.00 CGPA 3.01-3.50 CGPA 3.51-4.00 CGPA

Stressed Students unstressed Students




decline in number of unstressed students was observed in achieving above 3.50 CGPA. It declines from 45.95% to 18.92%. This may be

resulted because of factor other than stress like students` academic background.

When the relative level of stress and academic achievement of the students was compared, stress was observed among all students

regardless of their academic achievements. However, the relative level of stress among students with lower academic achievements was

high than better academic achievers. The finding of this study was also the same with similar study done in America (WHO, 2008;

Lazuras & Folkman, 1984).This further showed an inverse relationship between stress and academic achievements of the student; in that,

as the relative level of stress increased among students, their academic performances (CGPA) considerably decreased.

The Relationship between Self-concept and Stress on Academic Achievements

To examine the relationship between self-concept, stress and academic achievement the following table 5 &6 showed as:

Table5. Summary of Descriptive Statistics: Self-concept, Stress and Students’ Academic Achievement

Psychological Variables and Students’

Academic Achievements N Mean

Std.

Deviation

Std.

Error

95% Confidence Interval

for Mean

Lower Bound

Upper Bound

Self-concept

1.51-2.00 CGPA 38 2.071 .2047 .033 2.004 2.139

2.01-2.50 CGPA 100 2.650 .4000 .040 2.571 2.729

2.51-3.00 CGPA 65 2.854 .3494 .043 2.767 2.940

3.01-3.50 CGPA 29 3.027 .2641 .049 2.927 3.128

3.51-4.00 CGPA 9 3.151 .2327 .078 2.972 3.330

Total 241 2.678 .4528 .029 2.620 2.735

Stress

1.51-2.00 CGPA 38 3.288 .5123 .083 3.119 3.456

2.01-2.50 CGPA 100 2.929 .4511 .045 2.840 3.019

2.51-3.00 CGPA 65 2.356 .4819 .060 2.236 2.475

3.01-3.50 CGPA 29 2.120 .4596 .085 1.945 2.294

3.51-4.00 CGPA 9 1.200 .3300 .110 .946 1.454

Total 241 2.669 .6689 .0431 2.584 2.754

The results of the table 5 indicated that: concerning self-concept and students’ academic performances (CGPA); highest mean score

(3.15) was demonstrated among students with high CGPA (3.51 and above); and the lowest mean score (2.07) among students with lower

CGPA (less than 2.00) with a range of 1.08 mean scores. The finding of this study was also the same with similar study done in Virginia

(Worley & Thuen, 2007).

Table6. Pearson Correlation Results between Self-concept, Stress and CGPA (N=241)

Factors Self-concept Stress

Stress Correlation -.493**

CGPA

Correlation .611** -.707**

** Correlation r (241) is significant at the 0.01 level (2-tailed)

Self-concept was positively correlated with Academic Achievement: Table 6 shows that was a positive relationship between the two

variables (r = .611). It was found that when a student possessed high academic self-concept, he/she was more likely to increase in

academic achievement. The finding is corroborated with the study conducted by (Honora, 2002; Akomolafe, 2010), where they found a

significant positive relationship between self-concept and academic performance of college students.

Stress Was Negatively Correlated With Academic Achievement: Table 6 illustrated that there was a negative relationship between

the two variables (r = -.707). It was found that when students possessed high a stress, they were more likely to decreases in academic

achievement and tended to achieve a lower grade. The result showed an inverse relationship with academic achievements of the students.

The finding of this study was also the same with similar studies done by (Lazuras & Folkman, 1984; Struthers, Perry, & Menec, 2000).




Stress Was Negatively Correlated with Self-concept: As illustrated in table 6, among the two Psychological variables; stress was

negatively correlated with self-concept. The correlation result (r = -.493) also shows moderate degree of a relationship between stress and

students self-concept at 0.01 level of confidence. Moreover, Pearson correlation coefficient calculated between self-concept, stress and

academic achievements of the students showed the presence of significant relationship between them.

To sum up, self-concept and academic stress difficulties are found in the college in case of second year, but the students` guidance and

counseling office was not presented to intervening the prevailing psychological difficulties of the students as the study result indicated

from different angles.

Results and Discussion of Gender Differences among College Students

To identify gender differences in academic self-concept, stress and CGPA with sex was analyzed using students responses provided for

all items of the variables.

Table7. Self-concept, Stress and CGPA by Sex of the respondents (N=241)

Factors Sex N Mean SD All respondents

Mean SD

Self-concept

Male 88 2.79 .380

2.68 .453 Female 153 2.61 .479

Female 153 2.33 .625

Stress Male 88 2.35 .571

2.67 .669 Female 153 2.85 .654

CGPA Male 88 2.95 1.124

2.46 1.016 Female 153 2.18 .831

Among the two psychological variables, the mean score for male students 2.79 shows slight differences in self-concepts from female

students (2.61 mean score). However, when stress is compared between male and female students; the mean score for female students

(M=2.85, SD=0.654) was greater than male students (M=2.35, SD=0.571). In addition, greater differences were reflected between male

and female students’ academic achievements (CGPA). The mean score for male students (M=2.95, SD=1.124) was higher than fema le

students (M=2.18. SD=0.831) level of academic achievements. The finding of this study was also the same with similar study done in

Albania (Abrham , 2012).

Table8. Self-concept, Stress and CGPA: t-test results by sex of the respondents (N=241)

Psychological

variables

Levene’s Test for

Equality of Variances t-test for Equality of Means (2-tailed)

F Sig. T Df Sig. Mean

Diff.

Std.

Error

Diff.

95% Confidence

Interval of the Diff.

Lower Upper

Self-concept 16.075 .000 3.024 239 .003 .1802 .0596 .0628 .2975

3.216 215.643 .001 .1802 .0560 .0696 .2906

Stress .389 .533 -5.983 239 .000 -.5004 .0836 -.6651 -.3356

-6.205 201.887 .000 -.5004 .0807 -.6594 -.3414

CGPA 11.478 .001 6.085 239 .000 .772 .127 .522 1.021

5.619 142.255 .000 .772 .137 .500 1.043

* t-test is significant at the 0.05 level (2-tailed); the table value at the 0.05 level is 1.960, & at the 0.01 level is 2.576

Concerning the differences observed between male and female students reports about the self-concept and stress; the results of tables 7 &

8 indicated that, male students (M = 2.79, SD = 0.380) reported significantly higher levels of self-concept than female students (M = 2.61,

SD = 0.479), (t (239) = 3.024, p<0.05). This demonstrated that, statistically there were significant differences between male and female

students.




Concerning stress, the mean scores for male (M=2.35, SD=0.57); for female (M=2.85, SD=0.65) and the calculated t-test value (t (239) =

-5.98, p< 0.05), showed statistically significant differences between them. From this, we can infer that male and female students were not

equally stressed about their academic achievements in the college. In relation to academic achievements (CGPA) the mean scores for

male students (M=2.95, SD=1.12); for female students (M=2.18, SD=0.83); and the calculated t-test value (t (239) =6.08, p<0.05) reviled

that, statistically there was significant differences between them. These data showed that, male students were much better than that of

female students in their academic achievements in the college. Moreover, according to the overall data illustrated in table 8 (including

mean differences of each factors), significantly higher differences between male and female students were observed concerning their

academic achievements (mean differences was 0.77). Moreover, among the two Psychological factors, significantly greater differences

between male and female students’ responses were identified concerning stress (mean differences was -0.55); and on the other hand,

relatively lower level of differences was reflected between male and female students of the college regarding self-concepts (mean

differences was 0.18).

The outcome descriptive statistic, the mean scores and independent sample t-test, results showed that the male participants were

significantly different in their academic self-concept and less academic stress from the females who were participated in the study. The

current study result is also consistent with the research works of (Jamaludin & Mazil, and Jibril, 2012), whose works found gender

differences in the students` self-concept and less stress implying male students to posses’ better academic achievements than female

students. From the findings female students were more affected by stress than male students and highly stressful among second year

students in Robe College of Teachers Education.

Conclusions

Regarding Academic performance, more than half of the respondents have scored low CGPA. The finding showed that, students` with

low self-concept were scored less CGPA and students` with high self-concept were scored high CGPA. Regarding stress, more than two-

third of the students were under stressed conditions. This showed that most students were under stressed and affected by it which made

them scored low result on their academic achievements in the college.

With regard to relationship, self-concept with students’ academic performance was increased correspondingly with an increase result of

students’ academic performances. As students` self-concept increased; students` academic achievements also increased. There was a

positive relationship between students` self-concept and academic achievements. Concerning stress; there was an inverse relationship

with academic achievements. Stress was decreased with an increase academic performance of the students; and large differences were

observed between students with low academic achievers and high academic achievers. This indicated that as stress increases, students`

academic achievement decreases; on the contrary to this, as students` stress decreases, students` academic achievement were inversely

increases and negatively correlated. Students` self-concept, stress and students’ academic achievements were correlated and statistically

significant. When students’ self-concept was positively correlated with academic achievement but stress was negatively correlated with

academic achievement. This clearly revealed that, if the level of stress was improved among students; their academic self-concept and

performance will be increased. Stress was a more dominant in influencing academic achievement of college students than self-concept.

Concerning gender differences, there was slight difference on self-concept between male and female students. However, female students

were more affected by stress than male students. Moreover, greater differences were also reflected between male and female students’ in

academic achievement (CGPA). Male students were scored higher academic achievement than female students. In addition, from t-test,

male students were significantly higher in self-concept than female students. Concerning stress, there were significant differences

between male and female students. This infers that male and female students were not equally stressed about their academic achievements

in the college; female students were significantly experienced greater stresses than male students.




Recommendations

On the basis of the findings and conclusions of this study, the following recommendations were forwarded:

In order to rationally manage students’ low self-concept and stress among second year students; it is advisable if the college prepare and

give training on life skills. The college and Oromia Educational Bureau (OEB) should establish and strengthening guidance and

counseling office which provides services for students. It is advisable if academic commission(AC) members and teachers working

closely with students get training on methods of identifying stress symptoms and treating students` with stress that helps to change the

current academic stress.

In order to improve the impact of low self-concept and stress of students` on their academic achievements: it is strongly recommended to

conduct awareness creation training for students` by the college. The training should include topics: on basic concepts of self-concept,

stress; and effects of these variables on the academic achievements on individual student`s; on techniques of coping these variables; and

others. Additional support should be provided for female students to increase their self-concept and reduce stress. These are especially

with due concern of gender unit.

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