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All Journal Indonesian Journal Of Educational Research and Review
Ummay Huraira Pranto
Education Discipline, Khulna University, Khulna, Bangladesh
Education

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Academic Stress, Mental Health Symptoms, and Coping Strategies among University Students: Evidence from Khulna University, Bangladesh Md.Fajlay Rabbi; Ummay Huraira Pranto; Md. Limon Sheikh
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.104067

Abstract

Academic stress has become an important concern in higher education because persistent academic demands may coincide with psychological distress and ineffective coping. This study examined the prevalence and sources of academic stress, its associations with depression and anxiety symptoms, coping strategies, and demographic differences among undergraduate students at Khulna University, Bangladesh. A quantitative cross-sectional survey was conducted from January to April 2024 with 366 students recruited through convenience sampling. Academic stress, depression, anxiety, and coping were assessed using a modified Academic Stress Scale, PHQ-9, GAD-7, and Brief COPE. Descriptive statistics, ANOVA, Pearson correlations, and hierarchical multiple regression were applied. Excessive assignment pressure was reported by 82.0% of students, while 34.7% reported depressive symptoms and 28.7% reported anxiety symptoms. Social support was the most frequently used coping strategy (59.8%). Fourth-year students experienced significantly higher academic stress than students in earlier years. Academic stress correlated strongly with depression and anxiety, whereas social support showed negative associations and avoidance showed positive associations with psychological symptoms. Assignment pressure was the strongest predictor of depression and anxiety, and the final regression models explained 47.6% and 52.2% of their variance, respectively. The findings support coordinated workload management, clearer academic expectations, and strengthened coping and peer-support programs.
Co-Authors Md. Limon Sheikh Md.Fajlay Rabbi