Comparative analysis between Anxiety, Stress, and Self-Esteem among Public Universities Undergraduates in Kano State, Nigeria
DOI:
https://doi.org/10.64348/zije.2025172Abstract
This study investigated the interrelationship among academic anxiety, perceived stress, and self-esteem among undergraduates of public universities in Kano State, Nigeria. It aimed to determine the levels of anxiety, stress, and self-esteem; examine their relationships; and assess the mediating role of self-esteem on academic performance. A descriptive correlational design was employed. The population consisted of 16,427 undergraduates from three public universities, from which 386 respondents were selected through a multistage sampling technique. Data were collected using standardized instruments: the Academic Anxiety Scale (AAS), Perceived Stress Scale (PSS), Rosenberg Self-Esteem Scale (RSES), and students’ cumulative grade point averages (CGPA) to measure academic performance. Reliability coefficients ranged from 0.78 to 0.88. Data were analyzed using descriptive statistics, Pearson correlation, multiple regression, and mediation analysis at a 0.05 significance level. Findings revealed high levels of academic anxiety and moderate perceived stress, with self-esteem showing a strong negative correlation with both variables (r = -0.61, p < .05; r = -0.57, p < .05). Regression analysis indicated that anxiety and stress jointly predicted 43% of the variance in academic performance, while self-esteem partially mediated these relationships. The study concluded that academic anxiety and stress significantly undermine students’ academic outcomes through diminished self-esteem. It recommended that university counseling units intensify psycho educational programs focused on stress management, self-efficacy enhancement, and academic resilience to promote students’ mental well-being and performance.
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