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PROJECT TOPIC- INFLUENCE OF PERSONALITY AND SELF MOTIVATION ON STUDENTS PERCEPTIONS OF ACADEMIC STRESS

PROJECT TOPIC- INFLUENCE OF PERSONALITY AND SELF MOTIVATION ON STUDENTS PERCEPTIONS OF ACADEMIC STRESS

ABSTRACT

The study investigated the influence of personality and self motivation on students perceptions of academic stress. Two hypotheses guided the study. To test the hypothesis, a total number of one hundred and twenty participants were used and they comprises of both male and female students of psychology department in Ebonyi State University, Abakaliki. They were selected by balloting random technique. The instruments used were academic stress scale, type A behaviour scale (TABS), developed by Omoluabi (1997) and self motivation scale, developed and validated by Iwuji (2006). A pilot study was also conducted, using twenty participants. Pearson r-stastics was used in data analysis, and result obtained was 0.75. a face to face method of distribution was used in distributing the questionnaires. A survey design was used for the study and Z-test statistics was used for data analysis. Since the calculated Z-value of 36.42 is greater than the critical value of 1.65 at p<0.05, with degree of freedom 118 and the result of the second hypothesis also showed that Z-calculated value of 27 is greater than the critical value of 1.65 at p<0.05, the two null hypothesis were rejected. This process shows that they exists significant difference on academic  stress of students that have type A personality and those of type B, the study also proves that they exists a significant difference on academic stress  of students that are self motivated and those that are not self motivated.

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Personality consists of enduring distinctive thoughts, emotion and behaviour that characterize the way individual adapts to the world. Psychologists are interested in ways of conceptualizing or accessing personality and the reason why we are stressed. Yet interest in this area has increased and declined as psychologists have become alternatively fascinated with and frustrated by the complexities of this important area of human experience.

Personality is one important psychological mechanism through which behaviour is studied. Everyone has their unique pattern of feelings thoughts and behaviour which is formed by a fairly stable combination of personality traits (Phare,1991). As personality forms an inclination towards certain characteristics reaction in any given situation. Personality traits are likely to influence attitudes and behaviour also in an academic seeking context. The personality structure is fairly stable and predictable though different situations and time. There are personality traits of different depth while the out most layer is situation bond and influenced by for example tiredness. A tired person might accordingly behave in a way that is not like his/ her true self (cattle, 1950). Dependent on the situation, Personality may also develop over time.

Motivation and interest can also influence the way academic is used and critically evaluated. The contemporary view of motivation also emphasizes the importance of cognitive factor (peter, 1991). Your confidence for success may help you relax, concentrate better and study more effectively. If you think too much for instance about not doing well in the class and fear that you will fail may result to anxiousness and poor performance as well.

Psychologists continue to debate the role of the conscious versus unconscious thought in understanding motivation.

Freud’s legacy to contemporary psychoanalytic theory is the belief that we are largely unaware why we behave the way we do. Environment influences on motivation focus on behavioural concept of incentives as well as social/culture influence. External factor were added to motivation when psychologists developed the concepts of incentives position or negative stimuli or events that motivate behaviour. For instance the prospect of lucrative income of #300,000.00 is a positive incentive for going to law school and becoming a lawyer.

The threat of an intruder is a negative incentive for purchasing a security system for a home. Internal and external factors can work in tandem in motivating behaviour. Considering the social motive of achievement to fully understand achievement, we need to evaluate how parents and children interact, explore how peer compare one another and examine the people we look up to as models of success, along with the standard for achievement in different cultures. Students following this procedure will not likely perceive much stress in their academics. The reason individuals behave the way they do can be classified in a number of ways but one basic distinction stands out above all others that is destruction between internal cause such as the actors personality traits or motives and external cause which are environmental, situational factors such as rewards or task difficulty (Heider, 1958).

Personality is on the verge of dominating the field of motivation. This focus on the students sense of self as principal components of academics motivation is grouped on and taken for graded assumption that the belief that students create, develop and hold up to be true about themselves are vital forces on their success or failure in school.

Perception refers to interpretation of what we take in through our senses. The ways we perceive our environment is what makes us different from other animal/human are different from each other.

Our perception of any objective reality governs our emotional response and resulting behaviour. Perceptions are based on beliefs, assumptions value and conditioning. We can dramatically reduce on stress by changing our distorted thinking which can exaggerate our perceived shortcomings. We often paint events much worse than they actually are by our distorted thinking, this greatly increases stress (Dr. Valein O’Hara PhD, 2012).

The way a student perceives his academic greatly influences or determine achieved level of success or failure. For instance, student who perceive academic activities as a stressful activities are likely to perform poorly than these who perceive it as a less stressful activity.

PROJECT TOPIC- INFLUENCE OF PERSONALITY AND SELF MOTIVATION ON STUDENTS PERCEPTIONS OF ACADEMIC STRESS

In recent years and ever now, there has been the problem of academic stress on the part of students. It has been observed that student emotional states are fluctuating and unstable. At one time, it may appear low and discouraging. This is also the problem of providing adequate coping techniques or strategies to help students to adapt to stressful situation in their academic environment. The impacts of tress on student’s suggests that excessive stress is harmful to students performance that  is  for students who reported less exposure to stressful experience, better academic performance will directly and systematically be related to conscious, academic assertiveness academic optimism and academic self-esteem while low stress students poor academic performance will systematically be related to greater academic depression.

1.2 STATEMENT OF THE RESEARCH PROBLEM

Therefore the following problems will be addressed:

  1. Will type A personality have less academic stress than type B personality.
  2. Will self- motivated students have less academic stress than non motivated students?
  3. Will student’s perception of academic stress influences his academic performance.

1.3 RESEARCH QUESTIONS

  1. Will students with “type A personality” trait have less academic stress than type B personality “trait”?
  2. Will self-motivation induce academic stress than not being self- motivated?

1.4 PURPOSE/AIMS OF THE STUDY

  1. To verify if type A personality trait have less academic stress than type B personality trait.
  2. To examine if self-motivated students have less academic stress than non-self motivated students.
  3. To investigate if students perception of academic stress influences his academic performance.

1.5 OPERATIONAL DEFINITION

 

PROJECT TOPIC- INFLUENCE OF PERSONALITY AND SELF MOTIVATION ON STUDENTS PERCEPTIONS OF ACADEMIC STRESS

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