Introduction

Academic stress is a complex phenomenon significantly affecting global university students’ well-being and academic performance. This pressure’s scope manifests in their educational environment and personal lives. Students frequently exhibit psychological reactions such as anxiety and depression, along with physiological symptoms such as sleep disturbances, drowsiness, and chronic fatigue. Conducted at the Faculty of Education at the University of La Laguna (ULL), this study aims to analyze the variables that generate stress in students, their responses, and how they influence their daily lives and academic performance.

Academic stress in times of COVID-19 pandemic

The impact of the pandemic on academic environments has been evident across various educational systems. A descriptive study conducted in the Republic of Ecuador, using the SISCO Inventory of Academic Stress by Barraza, identified task overload as one of the main stressors for students (Pérez-Jorge et al., 2021; Moreno-Montero et al., 2022). If not properly managed, this type of stress can lead to burnout, characterized by profound exhaustion and negative physiological and psychological consequences (Marenco-Escuderos et al., 2017).

Numerous studies have emphasized how the transition to online learning increased stress and anxiety among university students. Son et al. (2020) highlighted that the rapid shift to virtual models, combined with social isolation, significantly impacted students’ mental health in the United States, leading to increased stress, anxiety, and depression. Similarly, Kecojevic et al. (2020) noted that undergraduate students in New Jersey faced considerable mental health challenges, primarily due to academic pressure and uncertainty about the future. Gavurova et al. (2022) also linked virtual learning and excessive use of digital technologies with symptoms of internet addiction, stress, anxiety, and depression.

Lee et al. (2021) examined how stress, anxiety, and depression manifested among undergraduate students during the pandemic, noting an increasing demand for mental health services as students sought support to manage these psychological impacts. These findings align with Martínez-Líbano et al. (2023), who studied post-pandemic mental health issues among Chilean higher education students and found that stress, anxiety, and depression persisted beyond the most acute phase of the pandemic. This underscores the need for psychological and social interventions to support student recovery even today.

Tsantopoulos et al. (2022) discussed the broader implications for higher education in a post-pandemic world, emphasizing the importance of adapting educational policies to support student well-being better. This includes addressing academic challenges and building more resilient systems to manage future crises. Similarly, Ross et al. (2023) emphasized the need to foster stress adaptation and resilience within higher education institutions, highlighting the importance of training students and academics in coping skills for potential critical situations that require a return to virtual teaching models.

Regarding student well-being, Kiltz et al. (2024) analyzed the satisfaction of basic psychological needs during the pandemic in the Netherlands. Their study revealed that the frustration stemming from the conditions imposed by the pandemic contributed to increased stress. They advocated for fostering environments supporting students’ psychological needs, emotional autonomy, and technological competencies to improve well-being and academic performance.

Although much of the literature has examined the effects of the pandemic, few studies have explored effective strategies for managing academic stress in the post-pandemic context. Recent research suggests that mindfulness training, emotional regulation techniques, and structured peer support programs are effective in helping students cope with academic stress (Martínez-Líbano et al., 2023; Kiltz et al., 2024). These strategies strengthen students’ resilience and provide them with tools to navigate academic challenges in the current educational landscape.

Anxiety and academic stress

On the one hand, differentiating between anxiety and academic stress is crucial to addressing these phenomena effectively. According to Broks et al. (2024), academic stress and test anxiety are often intertwined, particularly in students with specific self-regulated learning profiles, where poor coping mechanisms exacerbate stress and anxiety, affecting both mental health and academic performance. Anxiety, according to Ruiz-Ruiz et al. (2021), manifests through physiological changes such as muscle tension, restlessness, and worry. There are two types of anxiety: non-specific, which is not related to a concrete stimulus, and specific, which is. On the other hand, stress is an adaptive response to situations or stressors perceived as challenging or threatening. This can be acute, acting as a performance facilitator in certain situations, or chronic, where its persistence can cause exhaustion and a series of mental health problems. Academic stress originates when students face demands perceived as excessive compared to their resources or capabilities, leading to a cycle of negative thoughts and diminished academic performance (García-Ros et al., 2012). Dumitrescu and De Caluwé (2024) further explore how the impostor phenomenon—characterized by fear of failure and self-doubt—can heighten academic stress, leading to burnout and generalized anxiety common among university students. This phenomenon, described by Barraza (2008) and López et al. (2021), indicates that inadequate tools to manage conflicts and academic demands can result in chronic stress.

The impact of the COVID-19 pandemic on anxiety and academic stress has been widely documented. Brown and Papp (2024) conducted a 4-year longitudinal analysis showing how students’ stress and coping mechanisms evolved during the pandemic, significantly impacting their sleep quality and overall mental health. Similarly, Chen et al. (2024) and Moreno et al. (2022) identified a strong link between academic stress and depression during the pandemic, highlighting the importance of addressing these mental health issues in educational settings. Yang and Geng (2024) further examined how COVID-19-related anxiety affects students’ engagement and academic resilience, demonstrating that prolonged anxiety can undermine cognitive and behavioral engagement.

If not proactively addressed through emotional education and other coping strategies, academic stress can have severe consequences for students’ mental health, including the development of stress-related disorders and an increase in school failure rates (Suárez-Montes et al., 2015; Vélez and Roa, 2005). Mize (2024) explored how the sudden shift to online learning during the Spring 2020 semester due to the pandemic affected students’ anxiety and stress, underscoring the need for adaptive coping strategies to mitigate these effects. Additionally, Pang et al. (2024) found that perceived overload and academic anxiety, compounded by social media exhaustion, were significant stressors among international students, suggesting the importance of addressing these external factors. Finally, Sulak and Koklu (2024) utilized the Depression, Anxiety, and Stress Scale (DASS-42) to measure the prevalence of these symptoms, offering a detailed understanding of how academic stress and anxiety manifest in university students.

Stressors and their academic effects

Academic stressors, as Silva-Ramos et al. (2020) well identify, profoundly impact the overall university experience, with a broad spectrum of students experiencing moderate to high levels of stress. Teacher evaluation emerges as a commonly reported stressor. Factors such as socioeconomic and cultural context also play critical roles in academic stress (Vidal-Conti et al., 2018). Family dynamics are also key (Garbanzo, 2007; González-Herrera et al., 2021; Morales and Barraza, 2017).

Students employ a variety of coping strategies to manage academic stress. Zhang et al. (2024) highlight that meaningful work can moderate the adverse effects of hindrance stressors, increasing work engagement and reducing turnover intentions. This concept could be applied to educational settings where students engage more deeply when the academic work feels meaningful. Zhao et al. (2024) also explore how emotional intelligence and an error management culture can enhance students’ learning from challenges. This approach could aid in mitigating the effects of stressors by promoting resilience and emotional regulation in academic contexts.

Emotional education and cognitive processes are fundamental for self-regulation and stress management (Ariño-Mateo et al., 2022; Palma-Delgado and Barcia-Briones, 2020; Pérez-Jorge et al., 2021; Pérez-Jorge et al., 2016). López et al. (2021) highlight how these stressors can disturb the body’s homeostatic balance, manifesting in physiological alterations such as changes in heart rate and blood pressure. Similarly, Silva-Ramos et al. (2020) point out that fatigue, irritability, and academic performance deterioration are common symptoms in students overwhelmed by stressful situations.

Fruehwirth et al. (2023) discuss how perceived stress during college transitions correlates with mental health symptoms and risky behaviors. They emphasize the need for early interventions to reduce stressors and promote healthy coping mechanisms during this critical period. Similarly, Alhamed (2023) examined how resourcefulness moderates the relationship between academic stress, sleep disturbances, depressive symptoms, and academic performance, particularly among health profession students during the pandemic, illustrating the role of personal coping resources in mitigating stress.

Students are increasingly employing coping strategies such as mindfulness and relaxation techniques to manage the physiological and psychological symptoms of academic stress. Meditation, deep breathing exercises, and mindfulness-based stress reduction have shown promise in reducing anxiety symptoms and improving concentration and focus (Ross et al., 2023; Martínez-Líbano et al., 2023). These strategies help students manage their stress levels and build resilience for future academic and life challenges (Son et al., 2020).

According to Vidal-Conti et al. (2018), work overload and the complexity of academic tasks are among the primary triggers of academic stress. These factors, combined with the fear of evaluations and falling short of expectations, can significantly impact students’ mental health. Kubicek et al. (2023) conducted a meta-analysis that differentiated between various challenge stressors, finding that while cognitive demands can foster learning, excessive workload tends to exacerbate stress, which has implications for balancing academic demands. Additional pressures from families and self-criticism are equally relevant in this context (Pinto et al. 2022).

The transition to higher education represents a significant change in students’ lives, requiring adaptation to a new environment with different demands. Establishing new interpersonal relationships and adapting to other teaching and evaluation methods are common challenges (Barraza, 2008; Mazo et al., 2013). These changes can be particularly stressful, especially during critical periods like exams and assignment submissions (Vega-Martínez et al., 2022; Llanos, 2016).

Academic stress significantly affects students physically and mentally, with repercussions on their academic performance and other areas of their lives (López et al., 2021; Guarino et al., 2000). From a cognitive perspective, this stress can negatively impact concentration, learning, and memory, leading to diminished academic performance and, in extreme cases, educational failure. Physiologically, it can manifest through symptoms such as weight alterations, sleep pattern disturbances, muscle tension, and hormonal changes (López et al., 2021). During periods of high demand like exams, there is an increase in unhealthy habits, such as intake of processed foods, substance use, and decreased physical activity, contributing to the exacerbation of health problems like depression and dyslipidemia (Llanos, 2016; Hickie et al., 1995).

Kristensen et al. (2023) further explore how academic stress interacts with academic self-efficacy and psychological distress, demonstrating that these factors can mediate students’ experiences of stress, highlighting the importance of bolstering self-efficacy in coping strategies. Chaudhry et al. (2024) examine how support from academic institutions, peers, and family significantly contributes to students’ psychological well-being, suggesting that these support systems are essential for reducing stress and enhancing academic engagement.

The combination of both problem-focused and emotion-focused coping strategies, mindfulness, and relaxation techniques provides a holistic approach to managing academic stress. As students face various stressors, developing emotional intelligence and leveraging support networks will be critical in reducing the negative impact of stress on their academic performance and overall well-being (Gavurova et al., 2022; Tsantopoulos et al., 2022). Aligning with the Sustainable Development Goals, it is essential to promote an academic environment that fosters well-being and provides students with the tools to effectively manage stress, ensuring academic success and personal development (Restrepo et al., 2020).

This study includes both undergraduate and postgraduate students to provide a comprehensive understanding of academic stress. While prior research often examines these groups separately, analyzing them together offers a broader perspective on how academic demands impact students across educational stages. This inclusive approach allows the study to explore whether these populations’ stressors and coping strategies differ, ensuring that the findings can inform more universally applicable interventions.

This study aims to fill that gap by contributing to the existing literature, specifically focusing on how universities can implement and adapt effective stress management strategies for students in the post-pandemic context. It analyzes how stress levels vary according to gender, academic level, employment status, and family responsibilities. It examines whether proactive coping strategies—such as planning and seeking emotional support—are more effective than passive approaches. Based on recent studies, it is anticipated that female students and those balancing academic, work, and family demands will experience higher stress levels, while students employing active coping strategies will report lower stress levels. By identifying these factors, the study offers practical guidelines for universities to design targeted interventions that better support student well-being in the evolving post-pandemic context.

Method

Problem and objectives

Mental health, especially in the academic context, has gained increasing importance in contemporary society. This study aims to analyze the issue of academic stress among university students, which has been a growing concern given its significant impact on physical and mental health. The COVID-19 pandemic has intensified these challenges, highlighting the need to address and understand this phenomenon more clearly.

Gender, degree program, employment, academic status, and scholarship have been selected due to their well-documented associations with academic stress and student performance (Zhang et al., 2024; Zhao et al., 2024). Gender differences in stress perception (Martínez-Líbano et al., 2023), employment and academic status (Alhamed, 2023), and economic constraints linked to scholarship availability (Fruehwirth et al., 2023) significantly impact students’ ability to manage academic workloads. Considering these variables allows for a comprehensive understanding of the multifaceted nature of academic stress, especially in the heightened context of the COVID-19 pandemic.

Specific objectives

  1. 1.

    To examine the correlation between academic stress and student performance.

  2. 2.

    To identify the leading causes of academic stress and student concerns during their training.

  3. 3.

    To evaluate the impact of academic stress on students’ physical and mental health.

  4. 4.

    To explore students’ strategies to cope with academic stress.

Methodology

This study employed a mixed-methods approach, combining quantitative and qualitative data to understand academic stress among students better. A standardized questionnaire measured academic stress across a broad sample, comparing variables such as gender and employment status. The reliability of the questionnaire was confirmed using Cronbach’s alpha (0.89), indicating good internal consistency.

Additionally, focus groups were conducted to explore students’ experiences with stress and coping strategies in greater depth. The discussions were analyzed thematically, complementing the quantitative data and providing a more nuanced understanding of academic stress.

Participants

Undergraduate and postgraduate students were included in this study to capture a broader understanding of academic stress across different educational stages. These two groups were selected because, although they are at different life stages and have varying academic pressures, they both face significant academic demands that contribute to stress. Undergraduate students often experience stress related to adapting to higher education and managing coursework, while postgraduate students frequently deal with the pressures of advanced research, thesis completion, and balancing academic work with professional responsibilities (Dumitrescu and De Caluwé, 2024; Broks et al., 2024).

Including both groups allows us to explore how academic stress manifests differently across educational stages and life circumstances, thus providing a more comprehensive view of the factors contributing to academic stress. While we acknowledge that variability might arise due to these differences, the study aims to compare how each group manages and perceives stress, contributing to a more nuanced understanding of stress in higher education.

The participants were selected using simple random probabilistic sampling. The sample included 256 students from the Faculty of Education of the ULL, encompassing various undergraduate and postgraduate degrees. This number was estimated to achieve a 95% confidence level and a 5% margin of error.

Within the sample, 72.3% were female, 25.4% were male, 2% identified as nonbinary, and 0.4% belonged to other genders. Regarding age, 65.6% were between 18 and 22, while 34.4% were over 22. A total of 33.2% of the participants combined their studies with work, and 66.8% were exclusively dedicated to studying. 45.7% balanced their studies with family responsibilities, and 54.3% did not have such responsibilities.

Regarding academic status, 81.3% of the participants were enrolled in undergraduate programs and 18.8% in master’s programs. Regarding the reception of financial aid, 64.8% of the students had scholarships, while 35.2% did not receive financial support (see Table 1).

Table 1 Characteristics and distribution of the sample.
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The focus group was intentionally selected to ensure diversity of perspectives among the student population. In addition to undergraduate and postgraduate status, other demographic factors, such as academic specialization, age, and prior experience with continuous assessment and stress management strategies, were also considered. The inclusion of 50% of postgraduate students in the focus group, despite 80% of the sample being undergraduates, was intended to capture nuanced differences in stress experiences that may arise from the distinct academic and life stages these groups represent. Table 2 presents a summary of the focus group participants’ profiles with the identification code “Sn,” where “S” refers to “Subject” and “n” is the participant number.

Table 2 Data of the focus group participants.
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Tools and techniques

Questionnaire

The Inventory of Academic Stress (SISCO), developed by Arturo Barraza (2007), was selected to assess academic stress in the studied population. This instrument is based on a systemic-cognitive approach and comprehensively assesses academic stress. The questionnaire consists of 31 items designed to capture various dimensions and manifestations of academic stress. The items are presented in a dichotomous format and structured on a Likert-type scale, allowing for a detailed and nuanced evaluation of the student’s responses.

Given the specificity of the objectives of this research, pertinent adaptations were made to the original questionnaire. These modifications aimed to clarify certain items to align them more closely with the context of the ULL Faculty of Education and its student body’s particularities. Additionally, six items (3, 4, 5, 6, 8, 15) were added to address the research questions directly. These additional questions were designed to delve into specific aspects of academic stress related to the experiences and perceptions of students, their mental and physical well-being, and their coping strategies.

An expert review was undertaken to ensure the validity of the adaptations made to the SISCO Inventory. This process sought to ensure that the changes maintained the integrity of the original instrument while making it more relevant and applicable to the specific study population. The experts’ feedback contributed to the accuracy and relevance of the added questions, thus ensuring that the collected data was reliable and meaningful.

Focus group

The focus group aimed to gather qualitative data on students’ experiences with academic stress. Specific open-ended questions were developed to encourage participants to share their perceptions and coping strategies. Questions included: “What are the main sources of academic stress you experience?”, “How do you manage stress during exam periods?” and “What institutional resources do you find most helpful?” These questions were designed to align with the study’s objectives and were developed based on previous research on academic stress (Broks et al., 2024; Zhang et al., 2024).

A focus group was conducted with selected students from the Faculty of Education of the ULL. This qualitative approach delved into the causes of academic stress, coping strategies, resources available at ULL for its management, and its influence on academic performance.

Two of the authors of this study moderated the discussion to ensure a structured exploration of the relevant topics. The focus group transcripts were analyzed using ATLAS.ti software, facilitating a detailed and systematic assessment of the responses. This analysis identified trends and patterns in students’ experiences and opinions about academic stress.

Integrating this qualitative analysis with the quantitative findings from the questionnaire provided a holistic and multidimensional view of the impact of academic stress on the student community.

Procedure

Following the guidelines established by Organic Law 3/2018, of December 5, on Personal Data Protection and Guarantee of Digital Rights, all study participants were informed about the confidentiality and anonymity of the data collected. Participants were assured that the information gathered in the questionnaire and the focus group would be used exclusively for research purposes, maintaining their privacy and intimacy at all times.

  1. a.

    Participant selection: participants were selected from the Faculty of Education and the Doctoral and Postgraduate School of the ULL, specifically from education-related degrees. This selection was intended to include a representative sample of undergraduate and graduate students.

  2. b.

    Questionnaire administration: before administering the questionnaire, participants were explained the purpose of the study and assured of the protection of their data. The questionnaire was primarily distributed via WhatsApp to students of different degrees and postgraduates, and professors also collaborated to facilitate the completion of the questionnaire in the classroom. Additionally, a QR code was made available to the faculty so that physically present students could participate.

  3. c.

    Focus group execution: four students from the Faculty of Education were selected for the focus group, ensuring they were current students of both undergraduate and postgraduate programs. To guarantee anonymity, each participant was assigned a unique identification. The discussion was audio-recorded, and this anonymous identification was used throughout the session.

  4. d.

    Data collection and analysis: data were collected through the online questionnaire and in person. The collected data was analyzed to comprehensively understand academic stress and its impact on students from the Faculty of Education. The analysis focused on identifying common patterns, concerns, and coping strategies related to academic stress.

Results

Reliability analysis of the adapted version of the SISCO Inventory of Academic Stress by Barraza (2007)

The reliability of the adapted version of Barraza’s (2007) SISCO Inventory of Academic Stress was assessed using Cronbach’s Alpha, yielding a value of 0.897. This indicates a high internal consistency among the 31 items of the questionnaire.

The KMO index was 0.900, and Bartlett’s test of sphericity showed a Chi-Squared value of 3047.465 (465 df, p < 0.000), indicating significant correlations between the variables. A five-component structure was chosen, aligned with the structure proposed by Barraza (2007), explaining 50.95% of the total variance.

Although the explained variance of the questionnaire was 50.95%, which may be considered somewhat low in specific contexts, this variance is acceptable in studies investigating complex psychological constructs like academic stress. Stress is influenced by numerous factors, many of which may not be fully captured by a single instrument. In line with previous studies on stress and psychological well-being (Chen et al., 2024; Broks et al., 2024), variances of around 50% are common when dealing with multidimensional constructs, as internal and external variables shape these. Thus, while higher variance would be ideal, the results still provide valuable insights into how the measured factors contribute to academic stress.

See Table 3 for the composition of the factors based on the questionnaire items.

Table 3 Relationship between factors and instrument ítems.
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The composition of each of the factors, including the weights (structure coefficients), as well as the percentage of variance explained by each and their eigenvalues, are presented in the following tables (Table 4).

Table 4 Factors, explained variance, and eigenvalues for academic stress responses.
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Exploratory descriptive analysis of the dimensions of the SISCO Inventory of Academic Stress

Below is a table with the descriptive statistics of the answers provided by the undergraduate and master’s degree students of the Faculty of Education of the ULL. See Table 5.

Table 5 Factors of the SISCO inventory of academic stress.
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The analysis of the questionnaire administered to the students of the Faculty of Education of the ULL revealed significant aspects of academic stress in several dimensions. The study found that the main situations associated with academic stress, with an overall mean of 3.42, included task and assignment overload (\(\bar{x}\) = 4.08) and faculty assessments (\(\bar{x}\) = 3.96). In contrast to these stressors, peer competitiveness (\(\bar{x}\) = 2.43) and class participation (\(\bar{x}\) = 2.96) generated less stress.

They had an average score of 3.04 regarding physical reactions to academic stress; chronic fatigue (\(\bar{x}\) = 3.35) and drowsiness (\(\bar{x}\) = 3.33) were identified as the most common. On the other hand, reactions such as body itching (\(\bar{x}\) = 2.65) and digestive problems (\(\bar{x}\) = 2.77) occurred to a lesser extent.

Psychological reactions also displayed an interesting pattern, with an average score of 3.14. Students primarily experienced difficulties in concentration (\(\bar{x}\) = 3.50) and feelings of anxiety or despair (\(\bar{x}\) = 3.35), while reactions of irritability or aggressiveness (\(\bar{x}\) = 2.53) and feelings of depression and sadness (\(\bar{x}\) = 2.98) were less common.

Regarding behavioral reactions, with an average score of 2.78, a lack of motivation for academic tasks (\(\bar{x}\) = 3.45) and increased food consumption (\(\bar{x}\) = 3.10) emerged as common responses to stress. Less frequent reactions included reduced food consumption (\(\bar{x}\) = 2.17) and increased conflicts and arguments (\(\bar{x}\) = 2.54).

Finally, academic stress coping strategies, with an average score of 2.65, were observed to be the most common practice by students, including developing a plan (\(\bar{x}\) = 3.50) and using assertiveness (\(\bar{x}\) = 3.32). In contrast, religiosity (\(\bar{x}\) = 1.64) and seeking professional help (\(\bar{x}\) = 1.85) were less frequently employed strategies.

Parametric hypothesis testing was conducted to analyze the differences in academic stress according to various independent variables. Specifically, an independent samples t-test was used to compare groups. The independent t-test was applied to gender, employment status, and family responsibilities. Additionally, we have considered incorporating more advanced statistical models, such as ANCOVA, to control for covariates and better explore the impact of each independent variable on academic stress. Although this approach has not been implemented in the current analysis, it may be included in future studies.

Together, these findings provide a comprehensive insight into how students at the Faculty of Education perceive and respond to academic stress. They highlight the primary sources of stress, varied reactions to it, and the coping strategies adopted.

Analysis of differences in academic stress according to independent variables

These are the results of analyzing differences in academic stress based on various independent variables. Factors related to academic stress, such as situations associated with academic stress (F1), physical reactions (F2), psychological reactions (F3), behavioral reactions (F4), and coping strategies for academic stress (F5), were evaluated against the following independent variables: gender, degree program, employment and academic status, receipt of scholarships, family balance, type of enrollment, level of concern, course stage, and academic average.

To carry out this analysis, parametric hypothesis testing was performed, precisely the independent samples t-test. Below are the highlighted results.

Gender differences

According to the results obtained, significant differences were observed based on gender in terms of situations associated with academic stress (F1) (\(\bar{x}\)f = 3.52), physical reactions (F2) (\(\bar{x}\)f = 3.21), psychological reactions (F3) (\(\bar{x}\)f = 3.27), behavioral reactions (F4) (\(\bar{x}\)f = 2.86), and coping strategies for academic stress (F5) (\(\bar{x}\)f = 2.71). These results indicate that individuals identified as female experienced more academic stress compared to those identified as male. See Table 6.

Table 6 Differences according to gender.
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Differences depending on whether you can practice family conciliation during your studies

According to the results obtained, significant differences were observed based on family conciliation during the study in terms of factors related to situations associated with academic stress (F1) (\(\bar{x}\)no = 3.54), physical reactions (F2) (\(\bar{x}\)no = 3.17), psychological reactions (F3) (\(\bar{x}\)no = 3.27), and behavioral reactions (F4) (\(\bar{x}\)no = 2.88). The results suggest that individuals who did not achieve family conciliation during their studies experienced more stress than those who did. See Table 7.

Table 7 Differences in family balance during studies.
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Differences in concern

Regarding the level of concern expressed by the students, significant differences were observed in terms of factors associated with academic stress (F1) (\(\bar{x}\)yes = 3.55), physical reactions (F2) (\(\bar{x}\)yes = 3.21), psychological reactions (F3) (\(\bar{x}\)yes = 3.32), behavioral reactions (F4) (\(\bar{x}\)yes = 2.9) and strategies for coping with academic stress (F5) (\(\bar{x}\)yes = 2.69). Students who felt concern during their studies experienced more stress than those who did not. See Table 8.

Table 8 Differences in concern during studies.
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Analysis of academic stress coping strategies and their impact on student well-being

This section examines how students employ various coping strategies to manage academic stress and how these strategies influence their physical, psychological, and educational outcomes. The analysis focuses on the relationship between specific coping behaviors and stress responses across the five factors of the SISCO Inventory.

About the times when students feel most stressed, significant differences were observed in terms of factors associated with academic stress (F1) (\(\bar{x}\)Ay = 3.8), physical reactions (F2) (\(\bar{x}\)Ay = 3.619), psychological reactions (F3) (\(\bar{x}\)Ay = 3.623), and behavioral reactions (F4) (\(\bar{x}\)Ay = 3.17). Most students experienced more stress throughout the course, not exclusively during exam periods. See Table 9.

Table 9 Differences depending on the current moment.
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Correlation analysis between academic stress and academic performance

A Pearson correlation analysis was conducted further to explore the relationship between academic stress and academic performance. The results revealed a weak negative correlation between students’ overall academic stress levels and academic performance (r = −0.22, p < 0.05). This suggests that as academic stress increases, academic performance slightly decreases. However, this relationship was not strong enough to imply a direct predictive effect. These findings align with prior research (Chen et al., 2024; Kristensen et al., 2023), indicating that while stress may impact performance, other factors—such as coping strategies and institutional support—can mitigate its effects.

Discussion group content analysis

  1. a.

    Opinions on the causes of academic stress

    Participants identified various causes of academic stress. They highlighted an excess of educational tasks and ambiguous continuous assessment as significant sources of stress. Concerns were also expressed about the traditional approach to teaching at university and the need for more innovation in content delivery. Self-demand, state financial aid for studies, and the elimination of the September examination session were also mentioned as stress-inducing factors.

  2. b.

    Opinions on the consequences of academic stress

    Participants reported a range of implications of academic stress. Primarily, they mentioned physical reactions such as insomnia and digestive issues. However, the impact on mental health was also emphasized, with anxiety being a significant factor. Academic stress affected both the academic trajectory and the social lives of the students

  3. c.

    Opinions on strategies to cope with academic stress

Participants shared the strategies they used to cope with academic stress. These included disconnecting by engaging in activities they enjoyed, organizing study material in advance, and setting small goals to tackle the workload gradually. These strategies helped them to deal with stressful situations.

Opinions on reducing academic stress among students of the Faculty of Education of the ULL

Participants suggested various measures to reduce academic stress. They stressed the importance of continuous assessment, which includes quality academic work, to avoid an overload of exams. They also called for curricula that are more focused on teaching practical and meaningful knowledge. The reintroduction of the September examination session and feedback from teachers on correcting assignments and exams were proposed to reduce time pressure and improve academic performance.

  1. d.

    Opinions on resources that ULL could offer to reduce academic stress among students

    Students suggested that the university could provide training in study techniques and offer psychological support or assistance in specific subjects for those who need it.

  2. e.

    Opinions on academic performance influenced by stress

Divergent opinions exist on how academic stress affects academic performance. Some students mentioned that pressure can boost their performance, while others stated that it prevents them from performing adequately. Table 10 presents the literal details and opinions of the participants, providing a more comprehensive view of the issues discussed in the focus groups.

Table 10 Arguments expressed by the participants.
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In addition to the qualitative analysis, descriptive statistics were used to quantify the frequency of specific themes that emerged from the interviews. For instance, 80% of participants mentioned stress related to academic workload, while 60% cited exam-related stress as a significant factor. This quantitative approach allowed us to capture the prevalence of key stressors among students and provided a clearer understanding of the most common sources of academic stress.

Discussion

This study comprehensively explores the academic stress experienced by students in the Faculty of Education at ULL, analyzing its impact on academic performance, physical and psychological health, and the strategies students use to manage this stress. The findings align with previous literature, highlighting academic stress’s complexity and multifaceted nature.

One of the key insights from this study is that academic stress can positively and negatively affect academic performance. While acute stress can act as a motivator, improving student performance under pressure, chronic stress undermines health and academic outcomes. This dual effect mirrors findings by García-Ros et al. (2012), who suggested that a certain stress level can boost performance. Broks et al. (2024) emphasized that students with strong self-regulated learning strategies can thrive academically despite stress. However, students who rely on maladaptive coping mechanisms, as highlighted by Dumitrescu and De Caluwé (2024), are more likely to experience adverse outcomes, such as anxiety and poor academic performance. Interestingly, this study found no significant correlation between overall stress levels and grades, challenging the assumption that higher stress necessarily leads to lower academic performance. This suggests that other factors, such as time management and the use of adaptive coping strategies, play a crucial role in moderating the effects of stress, a notion also supported by Mize (2024) during the analysis of student experiences during the COVID-19 pandemic.

Another important finding is that stress among students is not confined to exam periods. Contrary to common belief, stress persists throughout the academic year, likely due to continuous assessment models that involve an ongoing workload of assignments and evaluations. This constant pressure, as supported by Vidal-Conti et al. (2018) and Llanos (2016), creates a stressful environment for students, exacerbated by external factors such as family responsibilities and financial concerns. The continuous uncertainty brought on by the COVID-19 pandemic further heightened this stress, as described by Brown and Papp (2024), who found that students faced elevated stress levels throughout the year, not just during peak academic periods.

The impact of academic stress on physical and psychological health is another significant theme of this study. Students reported various physiological reactions to stress, including sleep disorders, fatigue, and increased anxiety, all of which align with the findings of Silva-Ramos et al. (2020), who documented similar health issues in students under stress. Moreover, the current study identified a strong link between academic stress and psychological problems, such as anxiety and demotivation. This is consistent with Chen et al. (2024), who found that academic stress during the pandemic was closely linked to depression in students, further highlighting the adverse effects of prolonged stress. Additionally, Yang and Geng (2024) identified a connection between COVID-related anxiety and decreased academic engagement and resilience, indicating that the mental health consequences of stress can extend beyond academic performance to affect overall student well-being.

Regarding coping strategies, this study found that students primarily relied on planning and organizing their course materials to manage stress, reflecting the importance of time management in reducing academic pressures. These findings are consistent with previous research on emotional intelligence and coping strategies, as Puigbó et al. (2019) and Nespereira-Campuzanoa, Vázquez-Campo (2017) noted. However, the study also found that students underutilized psychological support services, a significant concern given the high levels of stress reported. This gap points to a need for institutions to promote greater access to mental health resources, especially during periods of heightened academic pressure. Mize (2024) emphasized that students who used structured coping mechanisms and sought psychological support during the pandemic were better able to adapt to the sudden shift to online learning, while those who lacked these strategies faced increased anxiety and disengagement. Moreover, Pang et al. (2024) highlighted that international students experienced additional stressors, such as social media exhaustion and academic anxiety, which impacted their educational attainment, reinforcing the importance of providing targeted support for students with specific stress-related challenges.

Although no significant differences were found between undergraduate and postgraduate students, this finding suggests that common stressors and coping mechanisms may transcend academic levels. This insight highlights the need for stress management programs that address shared challenges across the student population.

One limitation of this study is the small number of participants in the focus group, consisting of only four students (two undergraduates and two postgraduates). While this size aligns with methodological recommendations for focus groups, which suggest small groups of 4–6 participants to facilitate in-depth discussions (Krueger and Casey, 2015), it may limit the generalizability of the qualitative findings. Time constraints and participant availability influenced the group size.

Future research should consider expanding the number of participants to capture a broader range of student experiences and achieve data saturation. This approach would provide comprehensive insights into academic stress and inform more effective intervention strategies.

In summary, this study reinforces that academic stress is a pervasive issue affecting students’ lives, from academic performance to mental health. While some students may thrive under certain levels of stress, the negative consequences of chronic stress, mainly when effective coping strategies are absent, underscore the need for more excellent institutional support. As Broks et al. (2024) and Dumitrescu and De Caluwé (2024) suggest, fostering better-coping mechanisms and providing access to psychological resources are essential for mitigating the harmful effects of academic stress and promoting student well-being in higher education.

Conclusions

This study has illuminated the complex phenomenon of academic stress among students at the Faculty of Education of the University of XXX. Through comprehensive analysis, several conclusions and key points have been identified that highlight the importance of addressing this issue in an integrated manner.

Diversity of academic stress

The results of this study have shown that academic stress is a diverse and multifaceted experience. Stressors vary from the overload of assignments and teacher evaluations to concerns related to family conciliation and scholarships. This underscores the need to recognize that academic stress can manifest differently and uniquely affect each student.

Impact on health

Academic stress significantly impacts students’ physical and psychological health. Study participants reported a range of adverse effects, such as sleep disorders, anxiety, difficulties concentrating, and demotivation. These findings highlight the importance of academic institutions implementing psychological support measures, reviewing assessment practices, and promoting healthy coping strategies.

Academic performance

Contrary to the common belief that academic stress leads to poor performance, this study did not find a significant correlation between stress levels and grades obtained. This suggests that other factors, such as coping strategies and time management, might be more influential in academic performance.

Gender and stress

The results indicate that females appear more prone to experiencing academic stress than males. This finding aligns with previous research that has identified gender differences in the perception and management of academic stress.

Coping strategies

Students employ various strategies to cope with academic stress, with planning and organization being the most used. Seeking social support and developing emotional intelligence are valuable strategies, though psychological support was identified as a less frequent strategy. This highlights the importance of promoting accessible psychological support resources for students.

Assessment modalities

The continuous assessment modality, which involves a constant workload throughout the academic period, appears to be a significant source of stress for students. This suggests reviewing and adjusting assessment practices to ensure a fair workload distribution and reduce stress levels.

In summary, this study contributes to understanding academic stress in the university context and offers valuable insights into its multiple facets. These findings have important implications for educational institutions, which may consider implementing psychological support measures, reviewing assessment practices, and promoting healthy coping strategies. Furthermore, this study opens the door to future research that explores the interactions between academic stress and other factors influencing student well-being.

While this research offers meaningful insights, addressing certain limitations would significantly enhance its impact. Expanding the sample size, incorporating more variables such as socioeconomic status and mental health conditions, and adopting a longitudinal approach could provide richer insights into academic stress. Future research that tackles these gaps will deepen our understanding and help develop more effective strategies to improve student well-being. The findings presented here underscore the importance of continued investigation into the multifaceted nature of student stress, particularly in times of academic and societal challenges.

The results of this study underline the urgent need for academic institutions to implement more effective measures to manage academic stress, given its significant impact on student’s mental health and performance. Implementing psychological support programs within universities could be a key strategy to mitigate the effects of stress by providing students with accessible resources for emotional management and resilience. Moreover, such initiatives will prepare students and institutions to respond more effectively to future crises that may disrupt the educational environment, enhancing overall adaptability and resilience.

In addition, the findings suggest that it is crucial to review continuous assessment practices, as continuous assessment is a constant source of stress for many students. Educational institutions could consider redistributing workloads and making work deadlines more flexible, allowing students to better manage their academic and personal responsibilities.

From a policy perspective, policymakers need to consider these results when formulating policies that address academic performance and students’ overall well-being. Scholarship programs that include counseling and emotional support, as well as increased accessibility to mental health resources, are crucial to ensure that students from diverse socioeconomic backgrounds can meet the challenges of the modern academic environment.

Finally, given the relationship between academic stress and gender, it is suggested that university welfare policies integrate specific approaches to address students’ gender-differentiated needs to promote a more equitable university experience.

Limitations and prospects of the study and future lines of work and intervention

This study presented several additional limitations that need to be considered. The results, although valuable, cannot be generalized due to the specific nature of the context and sample. Nevertheless, these findings can serve as a basis for identifying needs and trends within the University of La XXX environment. It was challenging to obtain a larger sample of participants due to the course dates at which the test was administered. For future studies, administering the tests at the beginning of the academic term could improve participation rates.

As the sample was limited to students from the Faculty of Education, students’ stress levels and experiences may vary significantly across disciplines. Each faculty may have academic demands and stressors, meaning the results may not represent the broader university population. Future studies should include students from various disciplines to provide a more comprehensive picture of academic stress across the university.

Additionally, key factors such as socioeconomic status, pre-existing mental health conditions, and access to resources were only briefly touched upon. These are crucial in shaping students’ stress experiences and should be explored further in future research. Variables like study habits, social support, and academic motivation could also explain why some students manage stress better than others and warrant deeper examination.

Given that academic stress fluctuates throughout the year, a single data collection point may not adequately capture these variations. A longitudinal approach in future research could provide a clearer picture of how stress evolves during critical periods, such as exams.

Understanding teachers’ perspectives on academic stress and educational demands could have enriched the analysis. Moreover, the persistence of traditional teaching methods limits understanding the impact of academic stress in the current educational context.

One limitation of this study is relying on self-report measures to assess stress’s psychological, physiological, and behavioral manifestations. Self-reported data are subject to various biases, such as social desirability bias, where participants may underreport or overreport their stress experiences to align with perceived social expectations. Additionally, participants may have difficulty accurately recalling specific physiological or behavioral responses to stress, leading to potential inaccuracies in the data. Future research should consider incorporating more objective measures, such as physiological indicators (e.g., cortisol levels or heart rate variability) or observational data, to complement self-reported data and provide a more comprehensive stress assessment.

Finally, academic demands and lack of attention to individual student characteristics can negatively affect mental health, highlighting the need for a more personalized and inclusive educational approach.