Adhila K K, Henna Fathima K P and Aseera Nizam P M
Peekay CICS Arts and Science College, Mathara
Pages:, 333-343
The transition to university life marks a significant shift for first-year students, who
must adapt to new academic environments, establish effective study routines, and
manage increased autonomy. This period is often characterized by heightened stress
due to unfamiliar academic expectations and social adjustments. In contrast, senior
students face different stressors, such as preparing for post-graduation careers,
managing complex coursework, and meeting graduation requirements. These varying
stressors across academic years can lead to differences in how students develop and
utilize study habits. This study investigates the relationship between academic stress
and study habits with a focus on the role of the year of study. The data is collected
using the Study Habit Inventory and the Academic Stress Scale. Results indicate
significant differences in academic stress and study habits based on the year of study,
second-year graduate students face more academic stress compared to the other two
years and in terms of study habits the mean value shows that the first-year graduate
excels better study habits than the other two years. Academic stress negatively
correlated with study habits. No significant gender difference was found in academic
stress, but there was a significant gender difference in study habits. Improving study
habits can reduce academic stress, and understanding stress levels across different
years can help educational authorities better manage academic pressures. Developing
strategies to promote healthy study habits and reduce stress, particularly in professional
courses, is essential for enhancing students’ well-being and academic performance