SOURCES OF ACADEMIC STRESS AMONG UNDERGRADUATE STUDENTS IN UNIVERSITY OF ILORIN, KWARA STATE

Abstract

This study explores the sources of academic stress among undergraduate students at the University of Ilorin, Nigeria. Using a descriptive survey design, data were collected from 400 undergraduates through the validated Student Academic Stress Scale (SASS). Descriptive statistics, ANOVA, and t-tests were employed to analyze the data. Findings revealed that the most prominent stressors included changes in academic routines, self-imposed expectations, and academic pressure. While no significant differences in stress levels were found based on gender or faculty, statistically significant differences were observed across levels of study particularly in areas of frustration and adaptability to change. The study is anchored on the Person-Environment Fit Theory and the Cognitive Appraisal Theory, emphasizing the dynamic interaction between individual capacity and academic demands. Recommendations were made for institutional reforms such as improved academic support systems, mental health services, and resilience-building interventions. The study concludes that addressing academic stress requires holistic, context-specific strategies to foster student well-being and academic success.