The Effects of Academic Stress on The Mental Health of SDU Students

Anarbekova Aknur

University of Suleyman Demirel

Faculty of Education and Humanities

TFL 366: Research Methods

Perizat Kalybaikyzy

26.03.2023
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Introduction

The pursuit of academic excellence is a fundamental objective of every higher institution of

learning, and the ability of students to cope with academic demands can significantly impact their

mental health. Academic stress is a common experience among students, which can lead to

psychological distress, anxiety, and depression. This study seeks to explore the effects of academic

stress on the mental health of SDU students.

Academic stress is a significant challenge that students face while in higher education, as the

expectations, academic workload, and competition for grades can be overwhelming. Research has

shown that academic stress can lead to various negative mental health outcomes, including

depression, anxiety, and burnout. (Kumaraswamy, 2013). The impact of academic stress on mental

health is particularly concerning, as it can hinder academic performance, leading to a vicious cycle

of stress and poor academic outcomes. (Arango et al. 2018).

SDU is one of the leading institutions of higher education in Kazakhstan, known for its rigorous

academic programs and high standards. (Lukashova, Оmirzhanov, and Chongarov 2015). The

institution's commitment to academic excellence is admirable, but it also places a high level of

academic pressure on students. As a result, SDU students may experience academic stress, which

can have significant implications for their mental health and academic performance. Understanding

the effects of academic stress on the mental health of SDU students is essential to developing

effective interventions that can support students' academic success and overall well-being.

Several studies have explored the impact of academic stress on university students' mental health.

For instance, a study by Zhao and colleagues (2021) examined the relationship between academic

stress and mental health outcomes among Chinese university students. The study found a significant

positive correlation between academic stress and anxiety, depression, and negative emotions.
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Similarly, another study by Omar (2017) investigated the relationship between academic stress and

psychological distress among Malaysian university students. The study found that academic stress

was a significant predictor of psychological distress, highlighting the need for interventions to

mitigate academic stress among university students.

Despite the growing body of research on the impact of academic stress on the mental health of

university students, limited research has focused on the effects of academic stress on the mental

health of SDU students. Understanding the unique experiences of SDU students can inform the

development of tailored interventions that address the specific challenges faced by this student

population.

Literature Review

Academic stress is a common phenomenon among university students worldwide. In

addition to the high academic demands of university coursework, students often experience

additional stressors such as financial pressure, family expectations, and social isolation. According

to the SAMHSA (2022), The effects of academic stress on mental health can be significant, leading

to symptoms of depression, anxiety, burnout, and other unfavorable outcomes.

Academic Stress and Mental Health

Numerous studies have shown that academic stress is a significant predictor of poor mental health

outcomes among university students. For example, a study by Asif et al. (2020) found that

academic stress was positively associated with symptoms of depression, anxiety, and stress among

undergraduate students in Pakistan. Similarly, a study by Tomaszek et al. (2020) found that

academic stress was a significant predictor of burnout among medical students in Poland. These

findings suggest that academic stress can have a negative impact on mental health outcomes in

diverse cultural contexts.

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The negative effects of academic stress on mental health may be mediated by various factors. For

example, a study by Deb and his colleagues (2015) found that coping styles and social support were

significant moderators of the relationship between academic stress and mental health outcomes

among Indian high school students. Similarly, a study by Oluyinka (2011) found that resilience and

social support were significant predictors of mental health outcomes among Nigerian university

students. These findings suggest that individual and social resources may play a protective role in

mitigating the negative effects of academic stress on mental health.

Academic Stress and Sleep

In addition to its direct effects on mental health, academic stress may also impact sleep quality and

quantity. A study by Wang and Fan (2023) found that academic stress was negatively associated

with sleep quality among Chinese university students. Similarly, a study by Park et al. (2019) found

that academic stress was negatively associated with sleep quantity among Korean university

students. These findings suggest that academic stress may disrupt the sleep patterns of university

students, leading to further negative outcomes for mental health.

Sleep disturbance is a common consequence of academic stress among university students. A study

by Buboltz and colleagues (2001) found that academic stress was significantly associated with

poorer sleep quality and quantity among college students. Specifically, students who reported

higher levels of academic stress also reported more sleep disturbance, longer sleep onset latency,

and shorter sleep duration. These findings are consistent with previous research demonstrating the

negative impact of stress on sleep and highlight the importance of addressing academic stress as a

potential cause of sleep problems among university students.

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Academic Stress and Coping Strategies

University students may use a variety of coping strategies to manage academic stress and maintain

good mental health. For example, a study by Folkman and Lazarus (1980) identified two main

coping styles among university students: problem-focused coping (e.g., seeking information,

developing a plan of action) and emotion-focused coping (e.g., seeking emotional support, using

positive thinking). A study by Leung et al. (2010) found that problem-focused coping was

positively associated with mental health outcomes among Chinese university students, while

emotion-focused coping was negatively associated with mental health outcomes. These findings

suggest that effective coping strategies may play a key role in mitigating the negative effects of

academic stress on mental health.

Academic Stress and Gender

Gender differences may also play a role in the relationship between academic stress and mental

health outcomes among university students. For example, a study by Aihie and Ohanaka (2019)

found that female university students in Nigeria reported higher levels of academic stress and

poorer mental health outcomes than male students. Similarly, a study by Yang et al. (2014) found

that academic stress was a stronger predictor of mental health outcomes among female university

students in China than among male students. These findings suggest that gender-specific

approaches may be needed to address the negative effects of academic stress on mental health.

Consequences for Mental Health

The existing research on the effects of academic stress on the mental health of students suggests

that academic stress is a significant predictor of negative mental health outcomes such as

depression, anxiety, and burnout. Furthermore, academic stress may also impact sleep quality and
THE EFFECTS OF ACADEMIC STRESS ON THE MENTAL HEALTH OF SDU STUDENTS 6

quantity, and coping strategies may play a protective role in mitigating the negative effects of

academic stress on mental health. Gender differences may also play a role in the relationship

between academic stress and mental health outcomes. These findings have important implications

for the development of effective interventions and policies to promote the mental health of SDU

students.

Potential Solutions

One potential approach to addressing the negative effects of academic stress on mental health is to

focus on developing and promoting effective coping strategies. For example, university counseling

services could offer workshops or group sessions on stress management and coping strategies.

Additionally, social support systems could be developed to help students build supportive

relationships with peers, family members, and university staff.

Another approach could be to address the structural factors that contribute to academic stress

among university students. For example, universities could explore ways to reduce financial

pressures on students, such as by offering more scholarships and financial aid. They could also

develop programs to support students who may be experiencing social isolation or family pressures.

In conclusion, the existing research highlights the significant negative impact of academic stress on

the mental health of educational property students. Effective interventions and policies are needed

to promote the mental health and well-being of university students. In my future research, I could

explore the effectiveness of various coping strategies and interventions for addressing academic

stress and promoting mental health among SDU students. Additionally, more research is needed on

the role of gender differences in the relationship between academic stress and mental health

outcomes.
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