An Empirical Study on the Perceptions of Academic Stress among Selected Second-Year Undergraduate Students at Bugema University: A Qualitative Study
Abstract
This study explored the perceptions of academic stress among selected second-year undergraduate students at Bugema University, focusing on the sources of stress, its manifestation in academic lives, and the coping mechanisms employed by students. A phenomenological approach was used, with 15 students purposively selected from the School of Business and Economics, the School of Education and Humanities, and the School of Health Sciences. Data were collected through semi-structured interviews and focus group discussions and analysed using thematic analysis. The findings revealed that academic stress at Bugema University was influenced by factors such as academic demands, financial challenges, interpersonal issues, and program-specific stressors. The impact of stress manifests in mental health challenges, decreased academic performance, and social withdrawal. Students adopted a range of coping mechanisms, including problem-focused strategies, emotional support, and avoidance behaviours. However, maladaptive coping strategies were found to exacerbate stress. The study recommended that universities, particularly Bugema University, implement more comprehensive support systems, including time management workshops, mental health services, and mentorship programs to address students’ academic and emotional needs. The study also suggested providing financial aid and promoting positive faculty-student relationships to reduce academic stress. Future research could expand to a larger sample and explore different academic years or universities to better understand the broader implications of academic stress in higher education
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