Moderating Role of Stress Management Strategies in the Relationship Between Sources of Stress and Academic Performance Among Post-Graduate Students in Ghana: The Case of University Of Mines and Technology, Tarkwa

Abstract

This study examined stress management measures as an intervention in assessing the relationship between stressors and academic achievement among postgraduate students at the University of Mines and Technology in Tarkwa, Ghana. The aims were to investigate the origins of stress, ascertain the stress-management strategies employed by students, and evaluate the impact of stressors on their academic performance. The theoretical approach was based on the Transaction Model of Stress and Psychological Well-being Theories. Data was collected from a sample of 224 students enrolled in the Faculty of Integrated Management Science. The findings revealed that academic workload and financial pressures were the most significant sources of stress, followed by family responsibilities and uncertainty about the future. While physical activities, relaxation techniques, hobbies, and positive cognitive strategies were commonly used for stress management, seeking social support was less frequent. The study demonstrated that effective stress management strategies had a positive impact on academic performance, whereas sources of stress alone did not significantly affect performance. Recommendations for students include prioritizing time management, engaging in stress-reducing activities, seeking social support, and developing positive cognitive strategies. Recommendations for stakeholders emphasize providing financial assistance, accessible mental health services, opportunities for extracurricular activities, and reasonable academic workload expectations.