Moderating Role of Academic Stress on Self-Efficacy, Self-Compassion, and Psychological Well-Being among University Students

Abstract

This study investigated the moderating role of academic stress in the relationship between self-efficacy, self-compassion, and psychological well-being among university students in Pakistan. A cross-sectional research design was employed with a sample of 202 students (123 males and 79 females) aged 18–30 years, selected through a stratified sampling technique from universities in Rawalpindi and Islamabad. Participants completed validated scales measuring self-efficacy (GSE), self-compassion (SCS-SF), psychological well-being (PWB-42), and academic stress (ESSA). The results revealed significant positive relationships between self-efficacy, self-compassion, and psychological well-being. Furthermore, academic stress showed a significant moderating effect on the relationship between self-efficacy and psychological well-being. Gender differences were also observed, with female students reporting higher levels of self-efficacy, self-compassion, and psychological well-being, whereas male students experienced greater academic stress. The findings highlight the importance of addressing academic stress through targeted interventions, such as stress management programs and resilience-building strategies, to enhance students’ mental health and academic performance. This research provides valuable insights for educators, mental health professionals, and policymakers in fostering supportive academic environments.

Keywords:Academic Stress, Self-Efficacy, Self-Compassion, Psychological Well-Being, University Students.