Abstract
The interplay between spirituality and academic stress among college students has become a significant concern, influencing their academic performance, mental health, and overall well-being. This study explores the effects of spirituality and academic stress on the academic performance of first-year nursing students at Liceo de Cagayan University. The study is grounded on three theoretical frameworks: Parks's faith development theory, Hildegard Peplau's Interpersonal Relations Theory, and the Theory of Stress and Coping by Richard Lazarus and Susan Folkman. Employing a descriptive correlational and causal research design, data were collected through a modified 59-item questionnaire distributed via Google Forms to 221 participants. Statistical analyses, including mean calculation, Pearson's product-moment correlation, and regression analysis, were employed. Findings suggest that students exhibit a high level of spirituality, which may hurt their academic success. They experience significant academic stress related to teacher-student relationships, teaching methods, and study facilities. The mean Grade Weighted Average (GWA) of the first-year nursing students was classified as "Low." There is a significant relationship between spirituality, academic stress, and students' academic performance, except for "fear of failure." Notably, students' perceptions of spirituality emerged as the most significant predictor of academic performance.
