Role of Positive Psychological Functioning in

Perceived Academic Stress and Academic

Adjustment of College Student

Minor Project Submitted to

Department of Psychology, Feroze Gandhi College
(Associated with the University of Lucknow)

in Partial Fulfilment of the Requirements

for the Degree of
Bachelor of Arts
Supervisor Submitted by
Dr. Amish Nausheen Bano
(Assistant Professor) B.A. 6th Semester
DEPARTMENT OF PSYCHOLOGY
FEROZE GANDHI COLLEGE
(ASSOCIATED WITH THE UNIVERSITY OF LUCKNOW)
RAEBARELI-229001
INDIA
2025

DEDICATED TO
 MY PARENTS

Copyright © Department of Psychology, Feroze Gandhi College, Rae Bareli

(Associated with the University of Lucknow)

Rae Bareli-229001, India, 2025.

All rights reserved.

APPROVED
by
Dr. Amish
(Supervisor)
 FORWARDED
by
Dr. Shamini Srivastava
(Head)

DEPARTMENT OF PSYCHOLOGY
FEROZE GANDHI COLLEGE
(UNIVERSITY OF LUCKNOW, LUCKNOW)
RAEBARELI-229001
UTTAR PRADESH
INDIA

CANDIDATE’S DECLARATION

I, Nausheen Bano, certify that the work embodied in this minor project is my own

bonfire work carried out by me under the supervision of Dr. Amish Singh at Feroze Gandhi

College, Rae Bareli. The matter embodied in this minor project has not been submitted for

the award of any other degree/diploma.

I declare that I have faithfully acknowledged, given credit to and referred to the

research workers wherever their works have been cited in the text and the body of the

minor project.
 I further certify that I have not willfully lifted up some other’s work, para, text,

data, results etc. reported in the journals, books, magazines, reports, dissertations, thesis

etc., or available at web-sites and included them in this minor project and cited as my own

work.

Date:

Place: Rae Bareli (Nausheen Bano)

B.A 6th Semester

Department of Psychology
Feroze Gandhi College
Rae Bareli-229001
Uttar Pradesh

Certificate of Completion

This is to certify that Nausheen Bano, a student of B.A. 6 th Semester of

the Feroze Gandhi College, Rae Bareli, has successfully Completed the
Minor Project titled “Role of Positive Psychological Functioning in
Perceived Academic Stress and Academic Adjustment of College
Students” in partial fulfilment of the requirements for the degree of Bachelor
 of Arts under the guidance and supervision of Dr. Amish at Feroze Gandhi
College Rae Bareli, Uttar Pradesh, India.

To the best of undersigned’s knowledge, the work is original.

Date:

Signature of Supervisor
(Dr. Amish)
Assistant Professor
Department of Psychology
Feroze Gandhi College
Rae Bareli, U.P.

Signature of Head Signature of Principal

(Dr. Shamini Srivastava) (Prof. Manoj Kumar Tripathi)
Assistant Professor Principal
Department of Psychology Feroze Gandhi College
Feroze Gandhi College Rae Bareli, U.P
Rae Bareli, U.P

CONTENTS

Chapters Page No.

Chapter 1 Introduction 1-29

Chapter 2 Literature Review 30-33

Chapter 3 Methodology 33-39

Chapter 4 Results 40-49

Chapter 5 Discussion 50-54

Chapter 6 Summary, Conclusions and Limitations 55-56

References 56-59

Appendices

Appendix A Positive Psychological Functioning Scale

Appendix B Perceived Academic Stress Scale

Appendix C Academic Adjustment Scale

 1

ACKNOWLEDGEMENTS

I take this opportunity to express my respect and deep sense of gratitude to my

supervisor, Dr. Amish Sir for his excellent guidance and motivation. The completion of this

research work is truly an outcome of his constant untiring support, valuable ideas and

suggestions given by him during my minor project work. The insightful discussions with

him always provided me great enthusiasm. Your unconditional support, encouragement,

and strength have made this all possible.

I sincerely thanks to our head of department, Dr. Shamini Srivastava Ma’am for all

valuable support. Fruitful interactions with her always helped me a lot in accomplishing my

tasks.

I would like to express my deep appreciation to Shri Alok Pratap Singh Sir, Dr.

Vinay Kumar Singh Sir, Vishnusharan Tripathi Sir, Dr. Shravan Kumar Dixit Sir, Dr.

Sonam Kumari Rawat Ma’am and Shri Shubham Kharwar Sir for giving me continuous

support and for creating a friendly and happy environment needed for the minor project.

It gives me immense pleasure to express my acknowledgement to all staff members

of Department of Psychology, Feroze Gandhi College, Rae Bareli for their excellent

coordination in providing technical and logistic support.

I would also like to thank the organizations that provided their consent and

permission to participate in this minor project and all the employees working in the private

sector organizations that took the time in their busy schedules to complete the

questionnaires. Your assistance has been much appreciated.

 2

I also express gratitude of my relatives and family members who provided all

support and shared my responsibilities. At this juncture, I express my deep sense of respect

and gratitude to my parents taking all pain in nurturing and providing me the best possible

education. I wish to express indebtedness to them, for their unconditional love, extreme

patience and constant supports over the years.

Finally, I wish to express my sincere thanks to all those persons who directly or

indirectly help me to complete this minor project work.

From the core of my heart, I dedicate this minor project to my parents.

Dated: (Nausheen Bano)

B.A 6th Semester
Department of Psychology
Feroze Gandhi College
Rae Bareli-229001
Uttar Pradesh
 3

ABSTRACT

This study investigates the pivotal role of positive psychological functioning in shaping college
students' perceptions of academic stress and their ability to adjust academically. Positive
psychological functioning can play crucial role in mitigating perceived academic stress and
facilitating successful academic adjustment. The present study was conducted on 120 students of
different colleges of Rae Bareli to examine the role of positive psychological functioning in
perceived academic stress and academic adjustment of college students. Incidental sampling
method and correlation research design were used. Obtained data were analyzed through
descriptive statistics and correlational analysis. Results of correlational analysis reveal that
autonomy and reliance were found significantly positively correlated with academic self-
perception Self-esteem was found significantly positively correlated with pressure to perform and
academic self-perception. Purpose of life was found significantly positively correlated with
academic self-perception, time restraints and overall academic stress. Enjoyment was found
significantly positively correlated with academic self-perception. Optimism was found
significantly positively correlated with academic self-perception. Curiosity was found significantly
positively correlated with academic self-perception. Humor was found significantly positively
correlated with academic self-perception. Environmental mastery was found significantly
positively correlated with academic self-perception. Vitality was found significantly positively
correlated with academic self-perception, time restraints and overall academic stress. Creativity
was found significantly positively correlated with academic self-perception, also positive
psychological functioning(overall) was found significantly positively correlated with pressure to
perform, perception of workload academic self-perception and time restraints. Reliance and
enjoyment were found significantly positively correlated with academic motivation and overall
academic adjustment. Creativity was found significantly positively correlated with academic
achievement. Also, overall positive psychological functioning was found significantly positively
correlated with academic life-style, academic achievement and academic motivation. In
conclusion, this study contributes to the growing body of research highlighting the integral role of
positive psychological functioning in mitigating academic stress and fostering academic
adjustment among college students. Limitations and future research were also discussed.

Keywords: Positive psychological functioning, academic stress, environmental mastery,

academic adjustment
 4

PREFACE

This preface serves as an introduction to the minor project titled "Role of Positive Psychological
Functioning in Perceived Academic Stress and Academic Adjustment of College Students."
Positive Psychological Functioning refers to the capacity of individuals to experience and maintain
positive emotions, thoughts, behaviors, and relationships. It encompasses various psychological
aspects that contribute to well-being, resilience, and overall life satisfaction. It provides insights
into the motivation, objectives, methodology, and significance of this research endeavor aimed at
understanding the interplay between positive psychological factors and college students' academic
experiences. The motivation behind this minor project arises from a deep interest in exploring how
positive psychological functioning influences college students' perceptions of academic stress and
their ability to adjust effectively to academic challenges. The college journey is marked by
academic rigor, social transitions, and personal growth, all of which can impact students' well-
being and academic success. Understanding the role of positive psychological factors becomes
crucial in promoting resilience, coping mechanisms, and positive outcomes in this dynamic
context.

The primary objective of this minor project is to investigate the relationship between
positive psychological functioning and perceived academic stress among college students. It seeks
to understand how traits such as optimism, resilience, self-efficacy, and adaptive coping strategies
influence students' experiences of academic stress and their ability to adjust academically.
Additionally, the minor project aims to identify effective interventions and strategies that can
enhance positive psychological functioning and facilitate successful academic adjustment.
. A diverse sample of college students across different disciplines and backgrounds is
recruited to capture a comprehensive understanding of the research variables. The quantitative
analysis examines correlations between positive psychological functioning and perceived academic
stress levels, academic self-efficacy, coping strategies, and academic performance. The
significance of this minor project lies in its potential to contribute valuable insights to both
academic research and practical interventions in higher education settings. By uncovering the role
 5

of positive psychological functioning in mitigating academic stress and promoting academic

adjustment, this research can inform counseling services, student support programs, and
educational strategies aimed at enhancing students' well-being and success in college.
I extend my sincere gratitude to all individuals, institutions, and resources that have
supported and guided me throughout this minor project journey. Their expertise, encouragement,
and contributions have been instrumental in shaping this research endeavor and advancing
knowledge in the field of positive psychology and student well-being. With optimism and
dedication to fostering positive academic experiences, I present this minor project for scholarly
consideration and societal impact, aiming to contribute meaningfully to the understanding and
promotion of positive psychological functioning among college students.
Current study will focus on role of positive psychological functioning in academic stress
and academic adjustment of college students.
CHAPTER-1
INTRODUCTION

Meaning and Definition of Positive Psychological Functioning

Academic Stress –

Academic Adjustment-
CHAPTER 2

LITERATURE REVIEW

Current chapter deals with studies related to role of positive psychological

functioning in perceived academic stress and academic adjustment of college students.

Relationship among Positive Psychological Functioning, Academic Stress

and Academic Adjustment

Some remarkable research results in recent years have demonstrated the role of
positive psychological functioning in academic stress and academic adjustment of college
student –
 CHAPTER-3
METHODOLOGY

Prior two sections reported the reasonable issues of the variable utilized in the
concentrate alongside the pertinent survey of the writing related with those factors, in present
part a concise synopsis of the assertion of the issue, goals of the review, consolidating
speculations and plan of the review have been introduced. The qualities of the example,
specialized data about the apparatuses, and measurable procedures utilized for the
information investigation are likewise examined.

Rationale for Conducting the Study-

Although positive psychological functioning has been studies with many business-
related outcomes, shockingly there is little research which has considered its role in academic
stress and academic adjustment of college students. There is dearth of literature in which
positive psychological functioning has been studied with academic adjustment and academic
stress of college students. Since empirical studies are very less, therefore, it is essential to
collect the empirical evidence. This study will fulfill the literature gap by providing empirical
evidence regarding relationship among study variables.
 Proposed Model of the Study

Predictor Variables Criterion Variables

Positive psychological
functioning Perceived Academic Stress

Academic Adjustment

Figure 1: Hypothetical Model Explaining the Relationship among Positive Psychological

Functioning, Perceived Academic Stress & Academic Adjustment.

Objectives of the Study-

Keeping in view of the above brief conceptualization and review of literature, the following
objectives of the study are proposed:

1. To analyze the role of positive psychological functioning (dimensions and overall) in

perceived academic stress (dimensions and overall).
2. To analyze the role of positive psychological functioning (dimensions and overall) in
perceived academic adjustment (dimensions and overall).

Hypotheses of the Study-

On the basis of literature review, following hypotheses were formulated for proposed
study:

1. Positive Psychological functioning (dimensions and overall) would be negatively related

with perceived academic stress (dimensions and overall).

2. Positive Psychological functioning (dimensions and overall) would be positively related

with academic adjustment (dimensions and overall).

Design of the study

This study set out to investigate the effects of positive psychological functioning on
college students' academic adjustment and academic stress in Rae Bareli. In the present work,
correlational research design has been used to achieve the aforementioned aim. So as to probe
the underlying relationships between each of these variables being studied.

Sample

120 college students from various college of India were chosen for this
investigation. The incidental sampling strategy was employed in this investigation. Of the
120-student enrolled in college, 32(26.7%) were male and the rest 88(73.3%) were female.
The study’s subject was chosen for their involvement and received no compensation.

Sample and Sampling Technique

cross sectional random sampling procedure was utilized to approach towards various
members. As it permits evaluating the promptly accessible members effectively and demands
least investment for information assortment and furthermore helpful for overview-based
research, so this procedure was utilized to move toward the members. The example
comprised of 120 understudies from colleges. Normal age scope of understudies was 18-
30years. Out of 120 understudies, 32 were male understudies and 88 were female
understudies. Information was gathered separately, and informed assent was taken from
every one of them. Privacy was guaranteed that the data given by understudies will be kept
mystery and will exclusively be utilized for research reason.

Tools of Measurement

The following measures were used in the current study in addition to a demographic data
schedule (age, gender, nationality, education, marital status, religious beliefs, etc.):

Positive Psychological Functioning Scale

This scale is developed by Merino and Privado (2015).

Perception of Academic Stress (PAS)

This scale is developed by Bedewy and Adel Gabriel (2015).

Academic Adjustment

This scale was developed by Anderson, Guan and Koc (2016).

Procedure

In the present investigation first of all necessary permission from data collection was
sought from the different college from Uttar Pradesh, selected for the study. For the data
collection, all the participants were contacted on their respective places. A cordial rapport
was established with all the participants by talking with them. After establishment of healthy
rapport with college students, they were provided with scales and response sheet of all
measuring tools in mixed order. They were well provided with all needed information
regarding filling the response sheets in multiple language. They were asked to read the
instructions carefully and requested to attempt all the items. They started responding by
giving general information about them on demographic information sheet and consent form
of volunteer participation in the research. Then they moved to other measuring tools one after
other. Sufficient time was given to the participants for each tool to read and fill. Participants
took 20-25-minute time to complete all the tools. After completion of all the measuring tools,
response sheets of all tools were taken back from the participants and they were thanked for
their valuable time and cooperation.
Method of data analysis-

Scoring for all the tools was done according to their manual and scoring keys. The Obtained
raw scores on different scales were entered in the Statistical Package for Social Sciences
(SPSS) 25 in the computer. The correlational analysis was done to determine the relationship
between predictor variable (Positive Psychological Functioning) and criterion variables
(Perceived Academic Stress and Perceived Academic Adjustment ). The hierarchical stepwise
regression analyses were also done to ascertain the relative importance of predictor variables.
 CHAPTER-4
___________________________________________________
RESULTS

Previous three chapters documented a brief description of the variables employed in the
study, comprehensive review of literature, and the methodology used in this study. The
present chapter includes the results obtained from the statistical analyses of responses of the
participants through SPSS. The raw data for the analysis were obtained on the basis of the
responses obtained from the students of different colleges of Rae Bareli. The statistics
applied in the present investigation includes the computation of descriptive statistics and
correlation coefficient.

To test the hypotheses formulated for the present study the statistical analyses have
been performed. At first descriptive statistics and after it, correlation coefficients were
computed to examine the relationship among prescribed predictor variables and criterion
variable.
Initially descriptive statistics were computed for positive psychological functioning
and which is presented in table-1, table-2 and table-3 and table 4.

Table-1: Demographic Characteristics of the Sample (N=120)

S.N. Demographic Variables Number and Percentage
1 Age (in Years)
18-30 120 (100%)

2 Gender
Male 32 (26.7 %)
Female 88 (73 %)
3 Education
Graduation 115 (1%)
Postgraduation 5 (4.2%)

4 Marital Status
Married 3 (2.5 %)
Unmarried 117 (97.5%)

5 Rate of Health
Poor 4 (3.3%)
Fair 12 (10.0%)
Good 53 (44.2%)
Excellent 51 (42.5%)
6 Religiosity
Strong Religious Person 76 (63.3%)
Religious Person 40 (33.3%)
Not Religious Person 4 (3.3%)
7 Type of family
Nuclear 60 (50%)
Joint 60 (50%)
8 Native place
Rural 43 (35.8%)
Urban 77 (64.2%)

O
btained data were analyzed through SPSS 25. The statistics applied in the present
investigation includes the computation of descriptive statistics, correlation coefficient,
hierarchical stepwise regression analyses and hierarchical regression analyses.
Table-2: Descriptive Statistics of Demographic Variables

Demographic
Mean Median Mode S. D Variance Range
variable

Age 19.3250 19.0000 18.00 17.255 2.978 9.00

Gender 1.7333 2.0000 2.00 0.4447 0.197 1.00

Educational
1.0417 1.0000 1.00 0.20066 0.040 1.00
Qualification

Marital Status 1.9750 2.0000 2.00 0.15678 0.25 1.00

Native place 1.6417 2.0000 2.00 0.48152 0.232 1.00

Type of family 1.5000 1.5000 1.00a 0.50210 0.252 1.00

Rate of health 3.2583 3.0000 3.00 0.077238 0.597 3.00

Religious belief 2.6.83 3.0000 3.00 0.56947 0.324 3.00

Descriptive statistics (mean, median, mode, standard deviation, variance and range).
Have been computed for demographic variable (age, gender, educational qualification,
marital status, native place, type of family, rate of health and religious belief), they have been
reported in table -2
Table-3: Descriptive Statistics of Positive Psychological Functioning (Dimensions and
overall)

Positive
Psychological
Functioning Mean Median Mode S. D Variance Range
(Dimension &
overall)

Autonomy 11.7417 12.0000 14.00 2.76076 7.622 12.00

Resilience 11.5917 12.0000 12.00a 2.38164 5.672 12.00

Self – esteem 11.7750 12.0000 15.00 3.05265 9.319 12.00

Purpose of life 11.9750 13.0000 13.00 2.62651 6.899 10.00

12.00
Enjoyment 11.667 12.0000 2.61004 6.812 12.00

Optimism 11.3917 12.0000 12.00 2.58078 6.660 12.00

Curiosity 11.6833 12.0000 12.00 2.56997 6.605 11.00

Humor 11.7833 12.0000 10.00 2.66374 7.096 12.00

Environmental

Mastery 10.5917 11.0000 11.00a 2.59766 6.748 11.00

Vitality 11.5083 12.000 13.00 2.41840 5.849 11.00

Creativity 11.4667 12.00 12.00 2.43550 5.932 10.00

Overall 1271750 130.5000 128.000 22.20631 493.120 109.000

positive

Psychological

functioning
 Descriptive statistics (mean, median, mode and standard deviation, variance) have
been computed for Positive psychological Functioning (overall), Autonomy, Resilience, Self
– esteem, Purpose of life, Enjoyment, Optimism, Curiosity, Humor, Environmental Mastery,
Vitality, Creativity, overall positive psychological functioning and they have been reported in
table 3.

Table-4: Descriptive Statistics of perceived Academic Stress

Perceived
Academic
stress Mean Median Mode S. D Variance Range
(Dimension
& Overall)

Pressure to
13.6750 14.0000 14.00 3.69911 13.683 20.00
perform

Perception of
10.3750 10.0000 9.00a 3.51482 12.354 16.00
workload

Academic
self- 14.2667 15.0000 16.00 2.54285 6.466 15.00
perception

Time restraint 15..0667 15.0000 14.00 2.690558 7.239 15.00

Overall
perceived 51.000
53.3883 53.0000 8.05671 64.911 45.00
Academic
Stress

Descriptive statistics (mean, median, mode and standard deviation, variance) have been
computed for academic stress (Dimension and overall), pressure to perform, perception of
workload, academic self-perception, time restraint and overall perceived academic stress,
they have been reported in table -4
 Table-5: Descriptive Statistics of perceived Academic Adjustment

Academic
Adjustment
Mean Median Mode S. D Variance Range
(Dimension
&overall

Academic life style 10.0583 10.00 10.00 2.04179 5.184 10.00

Academic
9.66417 10.00 11.00 3.19873 10.232 12.00
achievement

Academic
10.1083 10.00 14.00 3.35014 11.223 12.00
motivation

Overall
psychological 29.8083 30.0000 31.00 6.40548 41.030 26.00
adjustment

Descriptive statistics (mean, median, mode and standard deviation, variance and
range) have been computed for academic adjustment (Dimension and overall) academic life
style, academic achievement, academic motivation and overall psychological adjustment
have been reported in table-5.

Table-6: Correlation between positive psychological functioning and perceived

academic stress of Undergraduate Students
Predictor Criterion Variable

Variables (Perceived Academic Stress)

Positive Overall
Pressure to Perception of Academic Self- Time
Psychological Academic
Perform Workload Perception Restraints
Functioning Stress

Autonomy

Reliance

Self- esteem

Purpose of life

Enjoyment

Optimism

Curiosity

Humor

Environmental
mastery

Vitality

Creativity

Positive
Psychological
functioning
(Overall)

P<.05=*, P<.01=**, P<.001***

Table-6 Reveals that autonomy (dimension of positive psychological functioning)

was found significantly positively correlated with academic self-perception (r-.325, p<.01).
Reliance was found significantly positively correlated with academic self-perception (r-.301,
p). Self-esteem was found significantly positively correlated with pressure to perform (r-.186,
p) and academic self-perception (r-.226, p). Purpose of life was found significantly positively
correlated with academic self-perception (r-.317, p), time restraints (r-.200, p) and overall
academic stress (r-.237, p). Enjoyment was found significantly positively correlated with
academic self-perception (r-.272, p). Optimism was found significantly positively correlated
with academic self-perception (r-.305, p). Curiosity was found significantly positively
correlated with academic self-perception (r-.328, p). Humor was found significantly
positively correlated with academic self-perception (r-357, p). Environmental mastery was
found significantly positively correlated with academic self-perception (.266, p). Vitality was
found significantly positively correlated with academic self-perception (r-.360, p), time
restraints (r-240, p-) and overall academic stress (r-.215, p-). Creativity was found
significantly positively correlated with academic self-perception (r-.318, p-) , Also positive
psychological functioning(overall) was found significantly positively correlated with
pressure to perform (r-.779, p-), perception of workload (r-.744, p-), academic self-perception
(r-.283, p-) and time restraints (r-.684, p).
Table – 7: Correlation between positive psychological functioning and perceived academic
adjustment of undergraduate students

Criterion variable

Predictor variable (Perceived Academic Adjustment)

Positive Psychological Overall

Academic Life - Academic Academic
functioning (Dimensions Academic
style Achievement Motivation
and overall) Adjustment

Autonomy

Reliance

Self -esteem

Purpose in life

Enjoyment

Optimism

Curiosity

Humor

Environmental Mastery

Vitality

Creativity

Positive Psychological
functioning (Overall)

p<.05=*, p<.01=**, p<.001***

Table-6 Reveals that reliance (dimension of positive psychological functioning) was

found significantly positively correlated with academic motivation (r-.185, p) and overall
academic adjustment (r-.188, p). Enjoyment was found significantly positively correlated
with academic motivation (r-.185, p) and overall academic adjustment (r-.188, p). creativity)
was found significantly positively correlated with academic achievement (r-.181, p) Also
overall positive psychological functioning was found significantly positively correlated with
academic life-style (r-.377, p), academic achievement (r-.828, p) academic motivation
(r-.857, p).

CHAPTER-5

DISCUSSION
Earlier chapter concerned with introduction related the studied variables, review of
literature, statement of problem and hypotheses, research design, methodology and the
findings related to the present study. The present chapter deal with the discussion of the
results of the present investigation with the help of the relevant research literature.

This study aims to explore the mechanisms that explain the relationship between
positive psychological functioning with academic stress and academic adjustment and
proposes that positive psychological is one of the factors that may influence this relationship.
Focusing on a more in-depth study of the relationship between each of the dimensions of
positive psychological functioning.

The first objective of the study was to examine the role of positive psychological
functioning (dimensions and overall) in perceived academic stress (dimensions and overall)
of college students. For this objective hypothesis was proposed that positive psychological
functioning (dimensions and overall) would be negatively related with perceived academic
stress (dimensions and overall) of college students. For analyze the relationship between
positive psychological functioning and perceived academic stress, correlational analysis was
performed. Results of correlational analysis reveal that autonomy and reliance were found
significantly positively correlated with academic self-perception Self-esteem was found
significantly positively correlated with pressure to perform and academic self-perception.
Purpose of life was found significantly positively correlated with academic self-perception,
time restraints and overall academic stress. Enjoyment was found significantly positively
correlated with academic self-perception. Optimism was found significantly positively
correlated with academic self-perception. Curiosity was found significantly positively
correlated with academic self-perception. Humor was found significantly positively
correlated with academic self-perception. Environmental mastery was found significantly
positively correlated with academic self-perception. Vitality was found significantly
positively correlated with academic self-perception, time restraints and overall academic
stress. Creativity was found significantly positively correlated with academic self-perception,
also positive psychological functioning(overall) was found significantly positively correlated
with pressure to perform, perception of workload academic self-perception and time
restraints.

Obtained results of correlational analysis partially support the hypothesis.

Therefore hypothesis 1 is partially accepted in this study.

 Second objective of this study was to examine the role of positive psychological
functioning (dimensions and overall) in academic adjustment (dimensions and overall) of
college students. Positive psychological functioning (dimensions and overall) would be
positively related with academic adjustment (dimensions and overall) of college students.
Results of correlational analysis reveal that reliance and enjoyment were found significantly
positively correlated with academic motivation and overall academic adjustment.

Obtained results of correlational analysis partially support the hypothesis two.

Therefore hypothesis 2 is partially accepted in this study.

CHAPTER-6
________________________________________________
SUMMARY, CONCLUSION AND LIMITATIONS

Chapter 6 deals with summary, conclusion and limitations of the study

 Summary and Conclusion
Summary of the study are as follows:

 Autonomy and reliance were found significantly positively correlated with academic self-
perception.
 Self-esteem was found significantly positively correlated with pressure to perform and
academic self-perception.
 Purpose of life was found significantly positively correlated with academic self-perception,
time restraints and overall academic stress.
 Enjoyment was found significantly positively correlated with academic self-perception.
 Optimism was found significantly positively correlated with academic self-perception.
 Curiosity was found significantly positively correlated with academic self-perception.
 Humor was found significantly positively correlated with academic self-perception.
 Environmental mastery was found significantly positively correlated with academic self-
perception.
 Vitality was found significantly positively correlated with academic self-perception, time
restraints and overall academic stress.
 Creativity was found significantly positively correlated with academic self-perception,.
 Positive psychological functioning(overall) was found significantly positively correlated with
pressure to perform, perception of workload academic self-perception and time restraints.
 Reliance and enjoyment were found significantly positively correlated with academic
motivation and overall academic adjustment.
 Creativity was found significantly positively correlated with academic achievement.
 Also, overall positive psychological functioning was found significantly positively correlated
with academic life-style, academic achievement and academic motivation

Conclusions

In conclusion, the role of positive psychological functioning in mitigating academic

stress and facilitating academic adjustment among college students is crucial and
multifaceted.

Implications of the Study-

Increasing positive psychological functioning can be beneficial for reducing academic
stress and enhancing academic adjustment of college students.
 Limitations and Future Research Directions

Like many studies, this study also has few shortcomings. This study was conducted
on only 120 students of different university in Uttar Pradesh only. Sample size might be
another imperfection of the study. Since sample size is small and limited to only single field.,
therefore, for propose of generalization further study should be conducted on big sample
along with different level in private sector, factory, office, across India.

Another potential limitation of this study is the use of self-reported measures.

Future study should include the more sample and include the various psychosocial
factors which may play important role in enhancing academic adjustment and reducing
academic stress of employees.

Cross-cultural studies should also be conducted.

__________________________________________________
______ REFERENCES

Dewaele, A., Vander Hasselt, M. A., & Buysse, A. (2019). Positive psychological
functioning in relation to academic stressors and emotional exhaustion among
university students: Examining the moderating role of emotional intelligence. Journal
of Happiness Studies, 20(1), 1-22.