Longitudinal effects of stress in an academic context on psychological well-being, physiological markers, health behaviors, and academic performance in university students

Abstract

Stress in academic settings arises from the interplay between perceived demands such as exams, deadlines, and academic workload and an individual's coping resources. While academic stress (AS) is frequently examined as a separate construct, the stress encountered in an academic environment encompasses both academic and non-academic stressors that students face throughout their university experience. This study examines the longitudinal associations between stress in an academic context on key psychological, physiological, and behavioral variables in university students.