effect of stress on students academic performance
CHAPTER TWO
2.0. LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 Literature Review
This chapter reviews previous writings of recognised authorities and past research findings relating to research findings, the research problems of the study where reviewed by the researcher. Scholars, academia and works of other researchers were also reviewed in order to gain knowledge useful for the study and to avoid duplication of already done work on the study. The researcher reviewed a literature on the Effect of Stress on Student’s Academic Performance on Kogi State University Undergraduates”. The researcher also presents a theoretical approach relevant to the study and its implication.
There are several theoretical positions devised for examining and understanding stress and its related disorders. Brantley and Thomason (1995) categorized them into three groups: Response Theories, Stimulus Theories, and Interaction (or Transaction) Theories. These theories serve as useful ways to present the various theories and associated research.
2.1.1 Historical Background of Stress
The term stress had none of its contemporary connotations before the 1920s. It is a form of the Middle English destresse, derived via Old French from the Latin stringere, "to draw tight." The word had long been in use in physics to refer to the internal distribution of a force exerted on a material body, resulting in strain. In the 1920s and 1930s biological and psychological circles occasionally used the term to refer to a mental strain or to a harmful environmental agent that could cause illness. Walter Cannon used it in 1926 to refer to external factors that disrupted what he called homeostasis. But "Stress as an explanation of lived experience is absent from both lay and expert life narratives before the 1930s".
The use of the term ‘stress' is now so integrated into our thoughts that it sometimes feels it has always been there. In fact stress, as we
2.0. LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 Literature Review
This chapter reviews previous writings of recognised authorities and past research findings relating to research findings, the research problems of the study where reviewed by the researcher. Scholars, academia and works of other researchers were also reviewed in order to gain knowledge useful for the study and to avoid duplication of already done work on the study. The researcher reviewed a literature on the Effect of Stress on Student’s Academic Performance on Kogi State University Undergraduates”. The researcher also presents a theoretical approach relevant to the study and its implication.
There are several theoretical positions devised for examining and understanding stress and its related disorders. Brantley and Thomason (1995) categorized them into three groups: Response Theories, Stimulus Theories, and Interaction (or Transaction) Theories. These theories serve as useful ways to present the various theories and associated research.
2.1.1 Historical Background of Stress
The term stress had none of its contemporary connotations before the 1920s. It is a form of the Middle English destresse, derived via Old French from the Latin stringere, "to draw tight." The word had long been in use in physics to refer to the internal distribution of a force exerted on a material body, resulting in strain. In the 1920s and 1930s biological and psychological circles occasionally used the term to refer to a mental strain or to a harmful environmental agent that could cause illness. Walter Cannon used it in 1926 to refer to external factors that disrupted what he called homeostasis. But "Stress as an explanation of lived experience is absent from both lay and expert life narratives before the 1930s".
The use of the term ‘stress' is now so integrated into our thoughts that it sometimes feels it has always been there. In fact stress, as we