<![CDATA[Scholarship recipients often encounter intense academic pressure that potentially impacts their psychological well-being. This quantitative correlational study aims to examine the relationship between academic stress and psychological well-being, while evaluating the moderating role of coping styles. The participants comprised 218 active undergraduate scholarship recipients, recruited via convenience sampling. Data were collected using the Perceived Academic Stress Scale, the Coping Inventory for Stressful Situations, and the Psychological Well-Being Scale. Statistical analysis was conducted using Moderated Regression Analysis through the Process Macro by Hayes. Results revealed a weak yet significant positive correlation between academic stress and psychological well-being (r = 0.174; p < 0.01). These findings suggest that academic pressure is perceived as a growth-oriented challenge, or eustress. However, the moderation analysis indicated that coping styles (task, emotion, and avoidance-oriented) were not significant moderators. This underscores that for students with high achievement motivation, individual cognitive appraisal of stress is a more decisive factor in determining well-being than the specific coping strategies employed.]]>
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