The Effects of Stress and Glossophobia on University Students' Attitudes toward Learning

Abstract

Stress, a complex mental or emotional pressure resulting from external pressures, and glossophobia (the fear of public speaking) are two factors that play a role in the students’ academic life. The present research focuses on the impact of stress & glossophobia on the learning attitude of university students in Lahore-based universities. Stressing quantitative research methodology, the study seeks to demonstrate the effects of the two factors, stress and glossophobia, on student’s motivation, interactions, and approach to learning. In the course of the study, 200 students were selected with Student Stress and Glossophobia Questionnaire that measures levels of academic stress, public speaking anxiety, and the relationship between both parameters and learning behaviors. The research shows a high positive relationship between stress and glossophobia and a negative attitude towards learning. Stress was correlated with negative effects on the motivation and concentration of students, while glossophobia had an effect on the students’ willingness to engage in class discussions and presentations. The findings have indicated that psychological variables have a significant influence on the students’ academic environment and performance. The study therefore provides suggestions for stress relief management and coping strategies for glossophobia that universities should proceed to incorporate because modifications in student attitude and approach towards learning can clearly enhance performance.