UNDERSTANDING STUDENT STRESS: THE INFLUENCE OF ACADEMIC, PSYCHOLOGICAL, AND SOCIAL FACTORS ON WELL-BEING
Abstract
Student stress has become an important concern in higher education because it influences academic performance, psychological health, and overall well-being. This study aimed to examine the influence of academic, psychological, and social factors on student well-being using a multidimensional secondary dataset comprising 843 college students. A quantitative cross-sectional design was adopted, and data were analyzed using descriptive statistics and inferential techniques implemented in Python. The analysis considered demographic characteristics, academic experiences, psychological symptoms, social relationships, environmental conditions, and stress status. The findings revealed that stress was widely experienced among students, with 91.1% reporting eustress, 5.1% reporting no stress, and 3.8% reporting distress. Academic factors such as workload, confidence, and concentration, together with psychological indicators including anxiety, sleep disturbances, and emotional health, were closely associated with students' well-being. Social variables, including peer relationships, living environment, and opportunities for relaxation, also contributed to students' ability to cope with academic demands. The results demonstrate that student well-being is influenced by the interaction of academic, psychological, and social dimensions rather than by isolated factors. These findings highlight the need for comprehensive institutional strategies that integrate academic support, mental health services, and initiatives promoting positive social engagement. The study provides evidence that may assist higher education institutions in designing effective interventions to enhance student well-being and foster healthier learning environments.
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