Exploring Student’s Perceptions of Academic Stress and its Influence on Mental Health and Emotional Well-being

Abstract

This study explores students’ perceptions of academic stress and examines its influence on mental health and emotional well-being through a qualitative and conceptual lens. Academic stress, characterized by pressure from examinations, workload, competition, and institutional expectations, has emerged as a significant concern in higher education, affecting both academic performance and psychological stability. The research synthesizes existing literature to understand how students interpret academic challenges, the internal and external factors contributing to stress, and the coping strategies employed to manage it. Findings reveal that perceptions of academic stress are highly subjective and shaped by individual resilience, personal expectations, self-efficacy, and the learning environment. Prolonged academic stress is shown to negatively impact students’ emotional well-being, leading to anxiety, depression, and burnout. Conversely, adaptive coping mechanisms such as mindfulness, time management, and social support foster resilience and mitigate stress effects. The study further emphasizes the moderating role of institutional and policy frameworks, suggesting that participatory and supportive academic environments can enhance students’ mental health outcomes. By integrating psychological and institutional perspectives, the research proposes a holistic conceptual framework linking academic stress, coping, resilience, and well-being. The findings underscore the urgent need for context-sensitive educational policies that balance academic excellence with emotional sustainability.