Stress and Academic Performance Among Students: Mediating Role of Coping Strategies
Abstract
Academic stress has emerged as a critical concern in higher education, influencing students’ psychological well being and academic outcomes. This study investigates the relationship between stress and academic performance among students, with a specific focus on the mediating role of coping strategies. Drawing upon the transactional theory of stress and coping, the study explores how different forms of stress affect students’ academic achievement and how coping mechanisms intervene in this relationship. A quantitative research design was adopted using survey data collected from university students. Structural Equation Modeling was employed to test the hypothesized relationships. The findings reveal that academic stress has a significant negative effect on students’ academic performance. However, coping strategies such as problem focused coping and emotion focused coping partially mediate this relationship, reducing the adverse effects of stress. Students who utilize adaptive coping strategies demonstrate better academic outcomes compared to those relying on avoidance strategies. These results are consistent with prior empirical findings that highlight the importance of coping mechanisms in managing stress effectively. The study contributes to the existing literature by providing empirical evidence on the mediating role of coping strategies, particularly in the context of developing countries. It emphasizes the need for educational institutions to incorporate stress management programs and promote adaptive coping skills among students. The implications of this research extend to policymakers, educators, and mental health professionals aiming to enhance student performance and wellbeing.
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