<![CDATA[Academic stress remains a significant psychological concern in higher education, particularly where increasing academic demands exceed students’ coping capacities. Internal psychological resources such as self-efficacy and emotional intelligence may play crucial roles in shaping how students perceive and respond to academic pressures. Despite growing global attention to these constructs, limited empirical evidence exists within specific Nigerian state contexts. This study examined self-efficacy and emotional intelligence as predictors of academic stress among undergraduates in Kwara State, Nigeria. A descriptive correlational research design was employed. The population comprised 97,320 undergraduates across three government-owned universities in Kwara State. Using a multistage sampling procedure and established sample size determination guidelines, 384 students were selected, with 380 valid responses analysed. Data were collected using a structured questionnaire measuring self-efficacy, emotional intelligence, and academic stress. Descriptive statistics, Pearson correlation, and multiple regression analyses were conducted at the 0.05 significance level. Findings revealed a high prevalence of academic stress, moderate levels of self-efficacy, and predominantly low emotional intelligence among respondents. Both self-efficacy and emotional intelligence were significantly associated with academic stress. Jointly, the two variables accounted for 81.9% of the variance in academic stress, with emotional intelligence emerging as the stronger predictor. The study concludes that academic stress among undergraduates in Kwara State is strongly influenced by internal psychological resources. By providing integrated, context-specific evidence, the research contributes to a deeper understanding of stress dynamics in Nigerian universities and offers a foundation for targeted psychological and counselling interventions.]]>
