Psychological Correlates of Academic Performance: Examining Stress, Emotion Regulation, and Coping Strategies in University Students

Abstract

University students frequently encounter psychological stress that interferes with emotional regulation, coping behaviors, and ultimately their academic achievement deteriorates. This study explores the relationship between perceived stress and emotion regulation styles and adaptive or maladaptive coping strategies and their overall effects on academic performance in higher education students. The cross-sectional survey design was implemented where standardized psychological scales were used in the study to determine the level of stress, emotion regulation patterns, and responses to coping. The statistical analysis demonstrated that the high level of stress and the lack of emotional control were strongly negatively correlated with the poor academic performance, and adaptive coping strategies had a highly positive impact on academic performance. The results also emphasize the vital significance of psychological well-being in academic achievements and the importance of on-campus support networks and skill-enhancement interventions that foster healthier emotional and coping strategies.