Abstract

Introduction and purpose: The purpose of this research is to investigate the relationship between perceived stress and life satisfaction with the academic performance of educational science students after the Covid-19 pandemic. Research methodology: In this research, according to the purpose and topic of the research, it is a descriptive-correlation method. The population of this research included all students of educational sciences of IslamIC Azad University, Payam Noor and Salman University in Kazerun. Using Cochran's formula, 200 people were selected as a sample by cluster sampling method. The tools of this research were three questionnaires of perceived stress by Cohen et al. (1984), academic performance in Dartaj (2013) and life satisfaction questionnaire of the World Health Organization. Perceived stress questionnaire was 0.91, academic performance was 0.89, and life satisfaction was 0.75. Findings: The findings show that there is an inverse and significant relationship between stress and performance with a value of -0.798, and there is also a positive and significant relationship between satisfaction and performance with a coefficient value of 0.819. Students' academic performance can be predicted based on life satisfaction and perceived stress. Life satisfaction with a beta value of 0.518 and stress with a beta of -0.339 have a significant contribution in predicting the academic performance of students, respectively. That is, the more satisfaction with life and the less stress, the higher the academic performance of students.

Discussion and conclusion: Examining the relationship between perceived stress, life satisfaction and academic performance in the context of educational science students can provide valuable insight into the factors affecting academic success and well-being in this population. The findings of this study can contribute to interventions and support services aimed at improving student well-being and academic performance.