The Impact of Stress on the Performance of University Students in the Light of Krashen’s Affective Filter Theory

Abstract

This paper investigates the impact of stress on the performance of students in the light of Krashen’s affective filter theory. Stress, according to Krashen, is responsible for high affective filter which in turn is responsible for low input and as a result, poor performance of the students in terms of language acquisition. Stress is, therefore, a key factor in affecting the academic performance of students at various levels. Students are often under pressure either on the part of their parents, colleagues or from their teachers to secure good grades. There are certain other variables too which contribute to the stress level of students and thereby affect their language acquisition. This quantitative study uses a questionnaire to collect data from 90 students of 1st semester in Women University Swabi. The background of the students was from social and applied sciences where the students study this as compulsory course. The results of the data show that stress has a definite negative impact on the performance of students. The study has important implications for educationists, academics, and policy makers.

A Qualitative Exploratory Study of the Factors Causing Academic Stress in Undergraduate Students in Pakistan

“…Some mentioned that they had to spend more time in learning the English language and vocabulary than understanding the course contents. A recent study at the Women University Swabi Pakistan documented significant relation between language acquisition and academic stress (Rahman et al, 2020). Likewise, research shows that students studying in a foreign language face more academic stress and anxiety, have lower critical thinking and expression abilities compared to students studying in native language (Khawaja et al, 2017;Hashemi, 2011).…”

Enhancing clinical nursing education for Gen Z students through brain-based learning

“…He explained the negative impact of stress on students' learning and proposed a theory about the "Affective Filter". [9] According to Krashen, when information enters the neural networks, the neural response of reacting or reflecting on the information highly depends on factors such as stress, emotions, and fear, among others. If knowledge transfers when the environment and behaviors are non-threatening, non-discrimination, and friendly, then that knowledge will become meaningful to learners.…”

“…If knowledge transfers when the environment and behaviors are non-threatening, non-discrimination, and friendly, then that knowledge will become meaningful to learners. [9] Therefore, for effective clinical teaching, the learning environment needs to be non-threatening, friendly, and open. A clinical instructor's attitude and approach towards learners matter a lot, and it may augment or diminish the learners' interest.…”

“…[11] It is part of the limbic system, which instantly responds to danger, fear, and anger as well as to positive emotional influences. It is also another brain filter that Krashen [9] call the affective filter, which determines whether the information is transmitted to the lower involuntary brain or the higher-thinking brain. When there is actual or perceived stress or any kind of emotional instability in the learning environment, the amygdale will not carry the knowledge into the thinking brain but sends it to the lower involuntary brain, students react to the situation, and their coping systems are activated.…”

“…The fear of making mistakes decreases students' active participation and inhibits their receipt of knowledge because the instructions (sensory input) cannot pass through the gatekeeper (the RAS and amygdale) and be carried to the thinking brain. [9,11] Subsequently, the learning does not proceed to their long-term memory and will not become part of their wisdom. Emotions play a major role in the learning process.…”