ºÚÁϳԹÏÍø

Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 9 (2025)

Psychological Well-Being and Social Support as Moderators of the Stress Coping–Performance Relationship Among University Students

Heather Faith B. Uy | Peter G. Narsico | Joel L. Estudillo | Jinky R. Delantar | Lalaine O. Narsico

Discipline: Psychology and Health

 

Abstract:

This study investigated whether stress coping skills predict academic performance among university students. Using data from 348 partici-pants, a simple linear regression analysis was conducted. The results showed that stress coping significantly predicted academic perfor-mance, with the model explaining 12.4% of the variance (R² = .124). The overall regression was statistically significant, F(1, 346) = 49.00, p < .00001. The coefficient for stress coping was positive and significant (β = 0.184, SE = 0.026, t = 7.00, p < .00001), indicating that for each one-unit increase in coping ability, academic performance increased by 0.184 units on average. The intercept was also significant (β = 2.936, SE = 0.090, t = 32.62, p < .00001), representing the expected academic per-formance score when coping is at its average level. These findings sug-gest a meaningful positive relationship between students’ ability to manage stress and their academic outcomes. Students who use effective coping strategies, such as emotional regulation and proactive problem-solving, tend to perform better academically. This supports the idea that coping skills contribute to academic resilience and success. Further analysis showed that both psychological well-being and social support significantly strengthened the positive effect of stress coping on aca-demic performance. Psychological well-being had a slightly stronger moderating effect (β = 0.067, p = .0005) compared to social support (β = 0.061, p = .0025), indicating that internal emotional resilience more robustly enhances coping’s impact on performance. Based on these findings, universities should implement programs that promote psy-chological well-being, such as wellness workshops and counselling ser-vices, alongside initiatives that build social support networks like peer mentoring and group activities. These interventions can help students develop stronger coping skills and improve academic outcomes. Over-all, the analysis confirms that stress coping is a significant predictor of academic performance, highlighting the importance of fostering adap-tive coping mechanisms supported by emotional and social resources.



References:

  1. Acoba, E. F. (2024). Social support and mental health: The mediating role of perceived stress. Frontiers in Psychology, 15, Article 1330720. 
  2. Aldbyani, A., Wang, G., Qi, Y., Chuanxia, Z., Li, J., Leng, J., & Alhimaidi, A. (2025). Posi-tive psychological traits and psychologi-cal well-being: Investigating roles of posi-tive coping strategies and life stressors. BMC Psychology, 13, Article 465. 
  3. Amalianita, I., Sari, D. P., & Wibowo, M. E. (2025). The role of social support in aca-demic resilience among Indonesian uni-versity students. Journal of Educational Psychology and Counseling, 7(1), 45–62. 
  4. American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). 
  5. Amponsah, K. D., Adjei-Boateng, E., Addae, D., & Commey-Mintah, P. (2025). Effects of academic programs on stressors and cop-ing strategies among university students. International Journal of Evaluation and Research in Education, 14(3), 1661–1673. 
  6. Au, R. K., Tan, J. M., & Lee, S. Y. (2023). Stress coping strategies and academic perfor-mance: A longitudinal study of Southeast Asian undergraduates. Asian Journal of Psychology, 18(3), 210–225. 
  7. Carreño-Flores, M., Rodríguez-López, A., & Sánchez-García, L. (2024). Emotional well-being and student engagement: A cross-sectional study in Latin American higher education. International Journal of Learning and Teaching, 18(2), 101–115. 
  8. Celeste, M. C. L., Amorin, R. B., Tibus, J. F., & Cataluna, M. (2024). Modular instruction: Challenges, difficulties and coping mech-anisms of Filipino university students. Journal for Educators, Teachers and Trainers, 15(1), 40–50. 
  9. Chen, C., Bian, F., & Zhu, Y. (2023). The rela-tionship between social support and aca-demic engagement among university stu-dents: The chain mediating effects of life satisfaction and academic motivation. BMC Public Health, 23, Article 2368. 
  10. Cohen, S. (1988). Psychosocial models of the role of social support in the etiology of physical disease. Health Psychology, 7(3), 269–297. 
  11. Dong, S., Ge, H., Su, W., Guan, W., Li, X., Liu, Y., Yu, Q., Qi, Y., Zhang, H., & Ma, G. (2024). Enhancing psychological well-being in college students: The mediating role of perceived social support and resilience in coping styles. BMC Psychology, 12, Article 393. 
  12. Dörrenbächer-Ulrich, L., & Bregulla, M. (2024). Psychological well-being and academic achievement: A meta-analytic review. Eu-ropean Journal of Educational Research, 12(2), 134–150. 
  13. Gao, X. (2023). Academic stress and academic burnout in adolescents: A moderated mediating model. Frontiers in Psychology, 14, Article 1133706. 
  14. Golzar, J., Noor, S., & Tajik, O. (2022). Conven-ience sampling. International Journal of Education & Language Studies, 1(2), 72–77. 
  15. Guamanga, R. J., Santos, M. A., & Del Rosario, K. P. (2024). Psychological well-being and academic resilience: The role of self-acceptance and purpose in life among Fil-ipino university students. Journal of Edu-cational Psychology and Development, 12(1), 33–48. 
  16. Hassan, M. M., Rahman, M. M., & Islam, M. S. (2023). Exploring the Sources of Academ-ic Stress and Adopted Coping Mecha-nisms among University Students.
  17. International Journal on Studies in Edu-cation, 6(2), 255–271. 
  18. Hills, P., & Peacock, J. (2024). Mindfulness and student success: The mediating role of emotional regulation. Journal of College Student Development, 65(1), 88–102. 
  19. Hyseni Duraku, Z., Davis, H., Arënliu, A., Uka, F., & Behluli, V. (2024). Overcoming men-tal health challenges in higher education: A narrative review. Frontiers in Psychology, 15, Article 1466060. 
  20. Islam, M. S., & Rabbi, M. F. (2024). Exploring the sources of academic stress and adopted coping mechanisms among uni-versity students. International Journal on Studies in Education, 6(2), 255–271. 
  21. Kapil, M., Rostampour, R., & Hadwin, A. (2024). Coping self-efficacy and stress mindset as predictors of student success outcomes. Journal of Postsecondary Stu-dent Success, 4(1). 
  22. Kellot, T. (2024). Building emotional resilience and coping strategies today. Science of Mind. 
  23. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publish-ing Company. 
  24. Liu, Y., Zhang, L., & Wang, H. (2024). Academic stress and mental health among universi-ty students: A cross-cultural perspective. Journal of Educational Psychology, 116(1), 45–62. 
  25. Manzoor, Z., & Ahmed, A. (2023). Relationship between academic stress, coping, and en-gagement strategies among adolescents. Academy of Education and Social Sciences Review, 3(3), 255–263. 
  26. Martínez-López, F. J., Anaya-Sánchez, R., Giordano, M., & López-López, D. (2023). Social support and self-regulated
  27. learning: A structural equation modeling approach in higher education. Journal of Educational Psychology and Develop-ment, 15(2), 112–130. 
  28. Morales-Rodríguez, A. M., & Morales-Rodríguez, F. M. (2024). Emotional intel-ligence and coping with daily stress in the academic/work environment. In F. M. Morales-Rodríguez (Ed.), Conflict Man-agement – Organizational Happiness, Mindfulness, and Coping Strategies. IntechOpen. 
  29. Mtshweni, B. V. (2024). Perceived social sup-port and academic persistence among undergraduate students: Mediation of sense of belonging and intrinsic motiva-tion. Journal of Psychology in Africa, 34(1), 36–43. 
  30. Narsico, L. O., Narsico, P. G., & Polinar, M. a. N. (2023). Teaching style and performance of the faculty of a technical school in Ce-bu City. International Journal of Multidis-ciplinary Applied Business and Education Research, 4(10), 3499–3506. 
  31. Ongcoy, P. J. B., & Tagare, R. L., Jr. (2024). The role of social support in shaping students' goal achievement. International Journal of Learner Diversity and Identities, 31(1). 
  32. Pang, D., Lee, C., & Wong, M. (2024). The role of mindfulness in coping with academic stress: Evidence from Asian university students. Asian Journal of Education and Development, 20(3), 112–130. 
  33. Pang, Y., Chen, L., & Wong, T. (2024). Social support and mental health in higher edu-cation: A cross-cultural perspective. In-ternational Journal of Mental Health and Education, 9(4), 301–318. 
  34. Pérez-Jorge, D., Rodríguez-Jiménez, C., & Mar-rero, R. J. (2025). Academic stress and coping in university students: The role of perceived support. Psychology and Edu-cation Review, 31(1), 22–39. 
  35. Polizzi, C., & Lynn, S. J. (2023). Resilience and coping: Psychological strategies for aca-demic success. Journal of Applied Psy-chology in Education, 15(2), 112–128. 
  36. Ren, X., Li, Y., & Zhao, H. (2025). The impact of psychological well-being on academic engagement: Evidence from Chinese uni-versities. Asia-Pacific Journal of Educa-tional Research, 11(1), 55–70. 
  37. Ren, X., Sotardi, V. A., & Brown, C. (2025). Ex-ploring academic stress and coping expe-riences among university students during the COVID-19 pandemic. Education Sciences, 15(3), Article 314. 
  38. Reyes, M. E. S., & Serrano, J. O. (2022). Bending not breaking: Coping among Filipino uni-versity students experiencing psychologi-cal distress during the global health crisis. Current Psychology. 
  39. Ross, A., Patel, N., & Singh, R. (2024). Moderat-ing effects of social support on stress and academic outcomes. Journal of Student Wellbeing, 19(3), 145–160. 
  40. Ross, P. M., Scanes, E., & Locke, W. (2024). Stress adaptation and resilience of aca-demics in higher education. Asia Pacific Education Review, 25, 829–849. 
  41. Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psy-chological well-being. Journal of Person-ality and Social Psychology, 57(6), 1069–1081. 
  42. Samoy, M. A., Dela Cruz, J. P., & Reyes, A. M. (2025). Stress coping strategies and aca-demic resilience among Filipino college students. Philippine Journal of Psychology, 58(1), 23–41. 
  43. Sarwar, S., Tara, A. N., Abid, M. N., & Dukha-ykh, S. (2025). Teachers’ academic moti-vation and student procrastination be-haviour: Mediating effects of emotion regulation and study habits. BMC Psychol-ogy, 13, Article 52. 
  44. Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and perfor-mance: A meta-analysis. Journal of Per-sonality and Social Psychology, 127(5), 1012–1037. 
  45. Sun, Y., Chen, L., & Wang, T. (2023). Transac-tional stress and coping in academic con-texts: A meta-analytic review. Journal of Educational Research and Practice, 18(2), 101–118. 
  46. Sutton, R. (2025). Building resilience in higher education: A systems approach to student well-being. Higher Education Quarterly, 79(2), 145–162. 
  47. Uppal, C. (2024). The role of emotional regula-tion in academic performance and rela-tionship satisfaction among young adults. International Journal of Interdisciplinary Approaches in Psychology, 2(11). 
  48. Wapaño, M. R. R. (2025). The predictive roles of hope and social support in academic stress. International Multidisciplinary Re-search Journal, 7(1), 1–15. 

Tools


Copyright © 2025   ºÚÁϳԹÏÍø