Financial Stress and Relative Income Perception among Female Undergraduate Students in South-East Nigeria

Abstract

This study examines the relationship between financial stress, relative income perception, coping strategies, and academic achievement among female undergraduate students in Southeast Nigeria, using data from 362 students across five universities. Key variables were analyzed using Ordered Logistic Regression (OLR) and descriptive statistics. The results show that students with access to financial support, such as loans, have higher odds (odds ratio = 1.772) of better academic performance, while financial constraints, especially those limiting participation in academic activities, reduce performance (odds ratio = 0.399). Relative income perception influences outcomes indirectly: direct income comparison is not significant, but emotional responses to financial conditions are critical. Students who are not emotionally distressed perform better, whereas disengagement from social and consumption trends is associated with lower performance. Coping strategies play a moderating role, with social support from friends and family being the most common; 71.8% of students report improved academic performance after adopting coping strategies, although effectiveness varies. The study concludes that financial stress affects academic performance through structural, psychological, and behavioral pathways, and recommends expanding financial aid, strengthening financial literacy and counseling, and improving access to academic opportunities.