An investigation into the relationship between perceived academic performance, depression, anxiety, and stress; gender differences

Aims: The current study aimed to provide a greater understanding of the relationships between perceived academic performance, depression, anxiety, and stress within the population of third level education population in Ireland. Another aim was to gain insight into gender differences present within these relationships and gender differences within reporting experiencing depression, anxiety, and stress. Methods: A questionnaire was administered to participants (n= 236) which evaluated their perceived academic performance using the perceived academic performance scale and their experiences of depression, anxiety and stress symptoms, using a condensed version of the depression, anxiety, and stress scale (DASS-21). Results: Results showed that perceived academic performance is negatively correlated with depression, anxiety, and stress within the population as a whole, with females reporting a negative correlation with depression, anxiety, and stress while males only report a negative correlation with depression. Statistically significant differences were found only in mean anxiety and stress symptom scores between males and females, with males tending to report lower stress and anxiety scores than females. Conclusion: The results of the present study provide support to prior research within a novel population. Findings have important practical implications concerning student support services