Academic Stress and Psychological Well-Being among College Students

Abstract

Undergraduate and post graduate course work inevitably involves certain academmic tensions that shape an individual’s broader mental health. This project evaluated how perceived educational stress influences overal psychological functioning in students. Adopting a cross-sectional co relational framework, 60 young adults (equal numbers of men and women, aged between 18-24) completed the perception of academic stress scale along with Ryff’s18 item psychological well-being scale. Statistical evaluations incorporated standard descriptive matrics, Pearson corelation coefficients and independent samples t-test. The analysis confirmed a substantial inverse corelation (r=-0.65, p<0.01), demonstrating that elevated levels of study related strain coincide with diminished personal well-being. Gender differences proved statistically negligible across both educational stress (p=0.62) and psychological health (p=0.35). These outcomes are examined within the context of contemporary literature, accompanied by recommendations for campus wellness initiatives and institutional counseling.