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**Assistant Professor,
***Principal,
Students have different types of stressors, and this stressors lead to anxiety and poor performance in the scholastic skills. A number of remedial measures are adopted by students in order to reduce this stressors and anxiety. This study aims to determine the relationship between academic stress, anxiety and academic performance along with remedial measures adopted.
An exploratory descriptive design was adopted to collect data from 592 nursing students by using total enumerative sampling technique. Academic Stress Inventory, Beck Anxiety Inventory, records analysis for academic performance and open ended questionnaire on remedial measures adopted were the tools used.
Findings shows that mean score of anxiety (19.09) among M.Sc. Nursing is higher than other classes and academic stress (117.9) score of M.Sc.Nursing 2nd year is significantly higher than others classes. ‘t’ value=-2.70 and p-value is 0.01 which shows significant difference between year of study and academic stress. Remedial measures adopted by the students includes 467 (78.88%) listen music, 236 (39.86%) chatting on mobile, 334 (56.41%) Watching TV, 394 (66.95%) talk to their parents/friends to reduce academic stress and anxiety. Among theses 284 (48.01%) were satisfied, 157 (26.5%) moderately satisfied, 87 (14.7%) highly satisfied and 7 (1.2%) not satisfied with the remedial measures to reduce their academic stress and anxiety. There was a moderate positive correlation between academic stress and anxiety and low negative co relation between academic performance and anxiety which is evident by r value (.45),(−.02). This study concluded that since students had moderate academic stress and mild anxiety an effective interventions need to be instituted to deal with it.
Academic stress, Anxiety, Academic performance, Remedial measures
