Date of Completion

2024

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Academic Performance

Abstract

STATEMENT OF OBJECTIVES: This study determined the perceptions of the nursing students of De La Salle Medical and Health Sciences Institute on the impact of Self-Imposed Pressure on self-rated academic performance. Specifically, this study identified and addressed the following: 1. The profile of the respondents when grouped in terms of sex and year level. 2. The nursing students' perceptions of the impact of Self-Imposed Pressure and self-rated academic performance. 3. The significant difference on the nursing students’ perception of the impact of Self-Imposed Pressure when grouped according to sex and year level. 4. The significant difference in the nursing students’ perception of self-rated academic performance when grouped according to sex and year level. 5. The significant relationship between nursing students’ perceptions of Self-Imposed Pressure and self-rated academic performance.

METHODOLOGY The study identified the perception of the impact of Self-Imposed Pressure and the self-rated academic performance of nursing students at De La Salle and Medical and Health Sciences Institutes (DLSMHSI) when grouped according to sex and year level. A stratified sampling formula and the Cochran formula sampling techniques were employed to identify the respondents from the total population, which included first to fourth-year students who met the set inclusion criteria. The data was gathered through a self-made questionnaire that was based on Maslow’s Motivational theory and Pathirana et al. (2016) perspectives on stress and academic performance along with other related literature that was divided into demographic data, a 24-item questionnaire on the Nursing Student’s Perception on the Impact of Self-Imposed Pressure, and a 24-item questionnaire on the Self-Rated Academic Performance. Ethical principles were observed and adhered to throughout the study.

FINDINGS The following findings were obtained from the study: 1. From the data gathered, out of 301 respondents, the respondents’ demographic profile consists of mostly females (N = 214 or 72.4%), with the majority being first-year students (N = 102 or 33.9%). 2. In terms of nursing students’ perception of the impact of Self-Imposed Pressure, they achieve Moderate Self-Imposed Pressure in all the three domains (Perfectionism, Overcommitment, People-pleasing Traits) of Self-Imposed Pressure (x̄ = 2.90, SD = 0.397). The questions that got a high interpretation show that students are willing to exert more time and effort to reach the standard they want. In contrast, the low interpretation results from avoiding anything less than what they expect from their crafts. Self-rated academic performance, on the other hand, was perceived by the participants as very confident and got a Very High SelfRated Academic Performance in all domains (Knowledge, Skills, Attitude) of Self-Rated Academic Performance (x̄ = 3.21, SD = 0.386) were noted within the respondents. The results also showed that the mean became lower as more pressure was placed on the students even though they had a Very High Self-Rated Academic Performance. This means that students are affected by the pressure. 3. There are no significant differences on the perceived impact of SelfImposed Pressure of respondents when grouped according to sex in terms of both Male (x̄ = 2.85, SD = 0.467) and Female (x̄ = 2.92, SD = 0.367) with a p-value p-value of 0.194 and year levels such as first-year (x̄ = 2.91, SD = 0.380), second-year (x̄ = 3.01, SD = 0.390), third-year (x̄ = 2.85, SD = 0.413), until fourth-year (x̄ = 2.85, SD = 0.402) with an overall p-value of 0.078 in which is relevant only if p = ≤ 0.05. However, the domain of Perfectionism is observed to have a notable difference for both Males (x̄ = 2.92, SD = 0.481) and Females (x̄ = 3.06, SD = 0.399), as shown by the p-value of 0.014. Consequently, there is also a notable difference in the level of perceived Self-Imposed Pressure in the domain of Overcommitment for first years (x̄ = 2.99, SD = 0.494), second-years (x̄ = 3.09, SD = 0.525), third-years (x̄ = 2.87, SD = 0.485), and fourthyears (x̄ = 2.88, SD = 0.452) with a p-value of 0.039. 4. There are no significant differences identified in the level of Self-Rated Academic Performance (SRAP) among respondents according to sex, as shown by the computed overall SRAP for males (x̄ = 3.20, SD = 0.443). and females (x̄ = 3.22, SD = 0.362) which resulted in a p-value of 0.726. However, a notable significant difference in the level of SRAP when the respondents were grouped according to year levels was identified as shown by the computed overall SRAP for first-year (x̄ = 3.12, SD = 0.377), second-year (x̄ = 3.35, SD = 0.382), third-year (x̄ = 3.13, SD = 0.382), and fourth-year (x̄ = 3.32, SD = 0.341) leading to a p-value of < 0.001 which is significant at a value of ≤0.05. 5. The study revealed a significant relationship between the nursing students perceived Self-Imposed Pressure (SIP), with an SD of 0.397, and self-rated academic performance (SRAP), with an SD of 0.386 as indicated by the p-value of < 0.001, although with a low positive correlation. A positive correlation denotes a direct relationship between two variables. This would indicate that when one variable increases, the other also increases. However, note that the relationship between these variables is relatively weak.

CONCLUSIONS Based on the findings, the following conclusions were drawn: Most of the respondents were female first-year nursing students. The respondents perceived that they have moderate Self-Imposed Pressure (SIP) in the three domains of Perfectionism, Overcommitment, and People-pleasing traits, along with a very high self-rated academic performance (SRAP) in the domains of Knowledge, Skills, and Attitude. When grouped according to sex and year level, there has been no notable difference between the perceived levels of SIP. However, the perceived levels of SRAP differ between sex and year level, in which no significant difference was noted in terms of sex but with a notable difference per year level. It was also concluded that there has been a significant relationship between Self Imposed Pressure and Self-Rated Academic Performance in which when one variable increases, the other increases as well, or a low positive correlation.

First Advisor

Michael Justin S. Valles, RN, MAN

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