Exploring Stress and Recovery among Students: Implications for Well-being and Academic Performance

Abstract

Understanding stress and recovery dynamics among students is essential for promoting their well-being and academic success. This study delves into the complex interplay of stressors and coping mechanisms among university students. Drawing upon health psychology and resilience research, we investigate the experiences of stress and recovery among both full-time and part-time students, considering factors such as gender and age. Our findings reveal significant differences between full-time and part-time students in various aspects of stress, including emotional stress, conflicts, and lack of energy. Full-time students reported higher levels of stress in these dimensions, which could indicate possible effects on their academic performance and general well-being. Moreover, gender-specific differences in stress experiences were observed, with female students exhibiting higher levels of stress compared to their male counterparts, particularly in terms of emotional stress and lack of energy. Interestingly, while age did not significantly impact stress and recovery experiences, other variables such as workload and coping strategies appeared to play crucial roles. Our study underscores the importance of tailored interventions and support mechanisms to address the diverse needs of students, including mindfulness-based approaches, social support networks, and academic accommodations. Overall, this research sheds light on the intricate relationship between stress, resilience, and academic outcomes among students, offering valuable insights for educators, policymakers, and mental health practitioners seeking to enhance student well-being and academic success in higher education settings.