Impact of Meanings of Education on Academic Achievement: The Mediating Role of Academic Stress

Abstract

This study investigates the association between Meanings of Education and academic achievement through academic stress as a mediating element among 400 university students. The correlation analysis showed that meanings of education positively affected academic results while also correlating positively with academic stress. Academic stress showed a significant positive relationship with academic achievement as the correlation value r = .323 and it acted as a strong mediating factor that links meanings of education to academic achievement. Higher academic performance rates occur among students who interpret education as important because they show increased academic stress levels which act as an intermediate factor between education meaning and achievement. The research implications reveal that student educational views and academic stress management must be studied meticulously to boost educational performance. Academic stress functions as the essential connection which connects Meanings of Education perceptions to both direct and indirect academic success outcomes. Student interpretations about education play a direct role which determines their academic success in institution. The evaluation of academic stress serves both as an essential intermediary element that connects Meaning of Education perceptions to academic achievement success and demonstrates why stress management strategies in education help improve student performance.