Academic pressure and perceived stress: The mediating role of life satisfaction
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Cite this article:
Wang, Y., &
Tong, Y.
(2025). Academic pressure and perceived stress: The mediating role of life satisfaction.
Social Behavior and Personality: An international journal,
53(1),
e14020.
Abstract
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The level of perceived stress of college students has been increasing steadily in recent years. This study investigated the effect of academic pressure on perceived stress and examined whether life satisfaction mediated this relationship. We conducted a cross-sectional survey of 290 Chinese college students using standardized scales for measuring life satisfaction, academic pressure, and perceived stress. Pearson correlation and mediation analysis results showed that academic pressure had both direct and indirect effects on perceived stress, with life satisfaction playing a mediating role. The multiple mechanisms by which academic pressure affects perceived stress point to its harmful effects and the need to reduce its impact. Our findings suggest that health interventions aimed at improving life satisfaction may be beneficial to mitigate the severity of perceived stress both directly and indirectly among college students.
College students may be susceptible to increased pressure associated with academic activities in response to rising expectations regarding the amount of time they invest in studying (Ti & Wei, 2023). Although academic pressure is a complex and broad concept with no standardized definition, it can be considered a student’s psychological response to an academic workload that exceeds their psychological reserves (Liu et al., 2023). Researchers have used multiple-item and single-item scales featuring different dimensions to measure academic pressure (Y.-T. Huang & Chen, 2015); the items generally refer to pressure or stress from school, schoolwork, examinations, or parents. As a result, there is a broad consensus in the literature that academic pressure contributes to students’ psychological problems (Fu et al., 2022; Steare et al., 2023; Zhang et al., 2022).
Perceived stress is a subjective assessment of the degree to which certain situations are appraised as exceeding a person’s adaptive capacity (Cohen et al., 1983). Although most of the research examining perceived stress has focused on medical students, comparable results have also been found for students majoring in other subjects (Sen et al., 2023). The level of perceived stress of college students has been increasing steadily over the past few years (Cheng et al., 2023), and academic pressure has been found to be a major predictor (Garber et al., 2019). However, despite significant interest in academic pressure among children and adolescents, academic pressure among college students remains largely unexplored.
According to broaden-and-build theory, positive emotions can broaden our thinking and build psychological resources, both of which lead to better psychological outcomes (Fredrickson, 1998). Positive emotions broaden the scope of attention, cognition, and action in the moment as well as building physical, intellectual, and social resources for future use. Frederickson (2001) argued that building an individual’s strength via increasing their personal resources is more effective at preventing psychopathy than is remedying deficits or treating their symptoms. Sexton and Adair (2019) supported this argument by empirically showing that interventions aimed at increasing positive emotions effectively reduced depressive symptoms.
Life satisfaction (LS), a subjective assessment of an individual’s well-being based on their own standards (Zhou & Lin, 2016), has been identified as a positive emotion as well as an important psychological strength (Proctor et al., 2010). LS has been found to play a crucial role in the link between academic pressure and psychopathy, with researchers consistently finding negative correlations between LS and both perceived stress and academic pressure among students (Hu et al., 2023; Karaman et al., 2018; Moksnes et al., 2016). Furthermore, LS may empower students to respond positively to academic pressure, thus shielding them from its adverse effects (Proctor et al., 2010). These studies show that LS may work as a mediator, mitigating the impact of stress or stressful events on psychological symptoms (Tamarit et al., 2023).
Although China’s cultural and social values make college students susceptible to academic pressure (Fu et al., 2022), to date few researchers have examined whether LS has an impact on the association between college students’ academic pressure and perceived stress in the Chinese context. Although Xu et al. (2021) examined the correlation between occupational stress and LS, they focused on the mediating effect of emotional exhaustion among nursing teachers. Hence, this study investigated the interrelationships among life satisfaction, academic pressure, and perceived stress as well as the potential mediating role of life satisfaction. Therefore, we proposed the following hypotheses:
Hypothesis 1: Academic pressure will positively predict perceived stress among college students.
Hypothesis 2: Life satisfaction will be negatively correlated with academic pressure among college students.
Hypothesis 3: Life satisfaction will be negatively associated with perceived stress among college students.
Hypothesis 4: Life satisfaction will mediate the relationship between academic pressure and perceived stress among college students.
Method
Participants and Procedure
We used convenience sampling to recruit 400 undergraduate students majoring in business at the School of Business of Shandong University (Weihai), in China, between October 10 and November 10, 2023. With the assistance of instructors, the research assistants met students 10 minutes before their class started, then administered a paper-and-pencil survey. On the first page of the questionnaire, we informed them about the purpose of this study, assured them of the confidentiality and anonymity of their data, and obtained their informed consent. Participation was voluntary and approximately 15 minutes lapsed between distribution and collection. The ethics committee at Shandong University approved this research.
Among the respondents, 75 were men and 215 were women (M = 0.26, SD = 0.44), and they ranged in age from 19 to 30 years (M = 20.17, SD = 0.91). More than half (64.5%) had urban hukou (a special legal household registration document in China) and 35.5% held rural hukou. The minimum required sample size was 274, which we calculated by taking 95% confidence intervals, a standard deviation of 15, an allowable error of 2.0, and a 21% sample attrition rate (Maxwell et al., 2008). After eliminating invalid questionnaires in which the main items were missing or the responses given to all items of the main scales were the same, we retained 290 valid questionnaires (effective recovery rate = 72.5%), which was a sufficient sample size for analysis.
Measures
We measured academic pressure by translating a single-item self-report scale that has been widely used in empirical research into Chinese for use in this study (Afshar et al., 2022; Lesage et al., 2012). The single item is rated on a 100-point Likert scale ranging from 0 (no stress at all) to 100 (maximum stress). It is an easy-to-administer, reliable, and valid measurement tool for assessing stress that is easily comprehended and accepted by participants (Lesage et al., 2012).
We measured perceived stress using the Chinese version of the 10-item Perceived Stress Scale, which has been validated among Chinese university students (Cohen et al., 1983; Lu et al., 2017). The scale is divided evenly into two domains: negative feelings (e.g., “In the last month, how often have you been upset because of something that happened unexpectedly?”) and positive feelings (e.g., “In the last month, how often have you felt confident about your ability to handle your personal problems?”). Items are rated on a 5-point Likert scale ranging from 0 (never) to 4 (very often). The possible maximum score is 40, with higher scores indicating higher levels of perceived stress. Cronbach’s alpha in this study was .84.
We assessed life satisfaction using a single-item self-report tool that has been utilized in several other empirical studies (J. Huang et al., 2023) and has been shown to be valid as a multi-item scale (Cheung & Lucas, 2014). The item is “How do you feel about your life at present?” Responses are rated on a 5-point Likert scale ranging from 1 (very poor) to 5 (very good), with higher scores indicating greater life satisfaction (Wang et al., 2024)
We controlled for participants’ demographic characteristics, including age, gender (1 = man, 0 = woman), and hukou (1 = urban, 2 = rural), as covariates.
Data Analysis
We used STATA/MP 15.0 software to obtain descriptive statistics as well as conduct a Pearson correlation analysis and regression analysis to estimate the effects in the mediation model.
Results
Table 1 contains descriptive statistics and Pearson correlation results for the study variables. We found significant correlations between academic pressure, perceived stress, and LS. Academic pressure was positively associated with perceived stress and negatively correlated with LS, while LS was negatively related to perceived stress, providing initial support for our hypotheses.
Table 1. Descriptive Statistics and Pearson Correlation Analysis Results
Note. * p < .05. ** p < .01.
We conducted a mediation effect test using a stepwise approach (Baron & Kenny, 1986). First, we used regression analysis with covariates to measure the effect of academic pressure on perceived stress (Model 1 in Table 2). The results revealed that academic pressure was significantly and positively associated with perceived stress, supporting Hypothesis 1. Second, we tested the effect of life satisfaction on academic pressure using regression analysis with covariates (Model 2). The results show that academic pressure had a significant negative relationship with LS, supporting Hypothesis 2. Third, we tested the effects of both academic pressure and LS on perceived stress using regression analysis with covariates (Model 3). The results indicated that academic pressure had a significant and positive relationship with perceived stress. In addition, the results of Model 3 revealed that LS had a significant and negative relationship with perceived stress, supporting Hypothesis 3.
Table 2. Multivariate Regression Results
We tested for mediation effects using the bootstrapping procedure (5,000 replications), with a 95% confidence interval excluding zero indicating a significant indirect effect (MacKinnon et al., 2004; Preacher & Hayes, 2008). The results (see Table 3) show that academic pressure had a significant direct predictive effect on perceived stress, and life satisfaction played a mediating role in the relationship between these two variables, accounting for 17.4% of the total variance in perceived stress and supporting Hypothesis 4. Figure 1 illustrates the mediation model along with the path coefficients.
Table 3. Results of a Nonparametric Bootstrapping Analysis
Note. CI = confidence interval; LL = lower limit; UL = upper limit.
Figure 1. Mediation Model with Path Coefficients
Note. *** p < .001.
Discussion
This study explored the association between academic pressure and perceived stress among college students, as well as the mediating role of life satisfaction. The results showed that academic pressure had both direct and indirect effects on perceived stress, and life satisfaction played a mediating role in the relationship between these variables. These findings revealed that students’ academic pressure was significantly correlated with depression, indicating its ability to exacerbate psychological distress and decrease life satisfaction.
Theoretical Contributions
This study has several theoretical contributions. First, we found a positive relationship between students’ academic pressure and their perceived stress, which is in line with our first hypothesis and consistent with previous research investigating the relationship between academic pressure and mental health problems among college students (Zhang et al., 2022). Second, the multivariate regression results showed a negative association between academic pressure and life satisfaction, which is in line with our second hypothesis and previous findings (Ti & Wei, 2023). Third, we found a negative association between life satisfaction and perceived stress, supporting our third hypothesis and previous research indicating that individuals with higher life satisfaction may have more resources to mitigate the effects of adverse experiences on individual mental health (Hu et al., 2023). Last, this study demonstrated the significant indirect effect of life satisfaction on the relationship between college students’ academic pressure and their perceived stress, in line with our fourth hypothesis and consistent with previous studies (Moksnes et al., 2016). This mediating mechanism of life satisfaction connecting academic pressure and perceived stress resonates with broaden-and-build theory (Fredrickson, 2001) as well as advancing understanding of the psychological mechanisms through which academic pressure affects college students’ perceived stress.
Practical Implications
Our study offers a reference point and guidance for the management of college students’ perceived stress. Previous studies showed that simple interventions such as the “three good things” journaling technique increased happiness and decreased depressive symptoms within 1 month among health care workers (Sexton & Adair, 2019). Therefore, we recommend that universities implement health policies aimed at improving the life satisfaction of their students, which may mitigate the severity of their perceived stress both directly and indirectly. In addition, we recommend that these institutions develop and provide intervention tools to students experiencing high academic pressure to enhance their life satisfaction.
Limitations and Directions for Future Research
This study has several limitations. First, the dynamic causality between academic pressure and perceived stress cannot be inferred, because the data we collected are cross-sectional in nature. Second, we used convenience sampling to draw samples from one elite university; therefore, the findings may not be generalizable to students from other universities in China or other countries. Third, the association between academic pressure and perceived stress is likely to be mediated by other factors in addition to life satisfaction, such as social support, social adaption, and self-efficacy. In light of these limitations, more research in the future is needed to support or refute our results.
References
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Cheung, F., & Lucas, R. E. (2014). Assessing the validity of single-item life satisfaction measures: Results from three large samples. Quality of Life Research, 23(10), 2809–2818.
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396.
Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300–319.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. The American Psychologist, 56(3), 218–226.
Fu, Y., Ren, W., & Liang, Z. (2022). Perceived academic stress and depressive symptoms among Chinese adolescents: A moderated mediation analysis of overweight status. Journal of Affective Disorders, 296, 224–232.
Garber, M. C., Huston, S. A., & Breese, C. R. (2019). Sources of stress in a pharmacy student population. Currents in Pharmacy Teaching and Learning, 11(4), 329–337.
Hu, J., Ye, B., Yildirim, M., & Yang, Q. (2023). Perceived stress and life satisfaction during COVID-19 pandemic: The mediating role of social adaptation and the moderating role of emotional resilience. Psychology, Health & Medicine, 28(1), 124–130.
Huang, J., Choi, E. P. H., & Chau, P. H. (2023). The impact of unmet needs for assistance with activities of daily living on the self-rated health and life satisfaction of Chinese community-dwelling older adults. Aging & Mental Health, 27(4), 803–810.
Huang, Y.-T., & Chen, Y.-W. (2015). Risk factors for depressed mood in a Taiwanese school-based sample of adolescents: Does spirituality have protective effects? British Journal of Social Work, 45(7), 2020–2037.
Karaman, M. A., Nelson, K. M., & Cavazos Vela, J. (2018). The mediation effects of achievement motivation and locus of control between academic stress and life satisfaction in undergraduate students. British Journal of Guidance & Counselling, 46(4), 375–384.
Lesage, F.-X., Berjot, S., & Deschamps, F. (2012). Clinical stress assessment using a visual analogue scale. Occupational Medicine, 62(8), 600–605.
Liu, Y., Chen, J., Chen, K., Liu, J., & Wang, W. (2023). The associations between academic stress and depression among college students: A moderated chain mediation model of negative affect, sleep quality, and social support. Acta Psychologica, 239, Article 104014.
Lu, W., Bian, Q., Wang, W., Wu, X., Wang, Z., & Zhao, M. (2017). Chinese version of the Perceived Stress Scale-10: A psychometric study in Chinese university students. PLoS One, 12(12), Article e0189543.
MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 99–128.
Maxwell, S. E., Kelley, K., & Rausch, J. R. (2008). Sample size planning for statistical power and accuracy in parameter estimation. Annual Review of Psychology, 59, 537–563.
Moksnes, U. K., Løhre, A., Lillefjell, M., Byrne, D. G., & Haugan, G. (2016). The association between school stress, life satisfaction and depressive symptoms in adolescents: Life satisfaction as a potential mediator. Social Indicators Research, 125(1), 339–357.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891.
Proctor, C., Linley, P. A., & Maltby, J. (2010). Very happy youths: Benefits of very high life satisfaction among adolescents. Social Indicators Research, 98(3), 519–532.
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Sexton, J. B., & Adair, K. C. (2019). Forty-five good things: A prospective pilot study of the Three Good Things well-being intervention in the USA for healthcare worker emotional exhaustion, depression, work–life balance and happiness. BMJ Open, 9(3), Article e022695.
Steare, T., Gutiérrez Muñoz, C. G., Sullivan, A., & Lewis, G. (2023). The association between academic pressure and adolescent mental health problems: A systematic review. Journal of Affective Disorders, 339, 302–317.
Tamarit, A., De la Barrera, U., Schoeps, K., Castro-Calvo, J., & Montoya-Castilla, I. (2023). Analyzing the role of resilience and life satisfaction as mediators of the impact of COVID-19 worries on mental health. Journal of Community Psychology, 51(1), 234–250.
Ti, Y., & Wei, J. (2023). The reciprocal associations between academic contingent self-worth and life satisfaction among Chinese college students. Applied Research in Quality of Life, 18(2), 795–810.
Wang, H., Liu, H., Wu, B., & Hai, L. (2024). The association between trajectories of perceived unmet needs for home and community-based services and life satisfaction among Chinese older adults: The moderating effect of psychological resilience. Research on Aging, 46(2), 139–152.
Xu, X., Chen, L., Yuan, Y., Xu, M., Tian, X., Lu, F., & Wang, Z. (2021). Perceived stress and life satisfaction among Chinese clinical nursing teachers: A moderated mediation model of burnout and emotion regulation. Frontiers in Psychiatry, 12, Article 548339.
Zhang, C., Shi, L., Tian, T., Zhou, Z., Peng, X., Shen, Y., Li, Y., & Ou, J. (2022). Associations between academic stress and depressive symptoms mediated by anxiety symptoms and hopelessness among Chinese college students. Psychology Research and Behavior Management, 15, 547–556.
Zhou, M., & Lin, W. (2016). Adaptability and life satisfaction: The moderating role of social support. Frontiers in Psychology, 7, Article 1134.
Afshar, K., Wiese, B., Stiel, S., Schneider, N., & Engel, B. (2022). Perceived stress and study-related behavior and experience patterns of medical students: A cross-sectional study. BMC Medical Education, 22(1), Article 122.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.
Cheng, W. L. S., Chow, P. P. K., Wong, F. M. F., & Ho, M. M. (2023). Associations among stressors, perceived stress, and psychological distress in nursing students: A mixed-methods longitudinal study of a Hong Kong sample. Frontiers in Psychology, 14, Article 1234354.
Cheung, F., & Lucas, R. E. (2014). Assessing the validity of single-item life satisfaction measures: Results from three large samples. Quality of Life Research, 23(10), 2809–2818.
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396.
Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300–319.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. The American Psychologist, 56(3), 218–226.
Fu, Y., Ren, W., & Liang, Z. (2022). Perceived academic stress and depressive symptoms among Chinese adolescents: A moderated mediation analysis of overweight status. Journal of Affective Disorders, 296, 224–232.
Garber, M. C., Huston, S. A., & Breese, C. R. (2019). Sources of stress in a pharmacy student population. Currents in Pharmacy Teaching and Learning, 11(4), 329–337.
Hu, J., Ye, B., Yildirim, M., & Yang, Q. (2023). Perceived stress and life satisfaction during COVID-19 pandemic: The mediating role of social adaptation and the moderating role of emotional resilience. Psychology, Health & Medicine, 28(1), 124–130.
Huang, J., Choi, E. P. H., & Chau, P. H. (2023). The impact of unmet needs for assistance with activities of daily living on the self-rated health and life satisfaction of Chinese community-dwelling older adults. Aging & Mental Health, 27(4), 803–810.
Huang, Y.-T., & Chen, Y.-W. (2015). Risk factors for depressed mood in a Taiwanese school-based sample of adolescents: Does spirituality have protective effects? British Journal of Social Work, 45(7), 2020–2037.
Karaman, M. A., Nelson, K. M., & Cavazos Vela, J. (2018). The mediation effects of achievement motivation and locus of control between academic stress and life satisfaction in undergraduate students. British Journal of Guidance & Counselling, 46(4), 375–384.
Lesage, F.-X., Berjot, S., & Deschamps, F. (2012). Clinical stress assessment using a visual analogue scale. Occupational Medicine, 62(8), 600–605.
Liu, Y., Chen, J., Chen, K., Liu, J., & Wang, W. (2023). The associations between academic stress and depression among college students: A moderated chain mediation model of negative affect, sleep quality, and social support. Acta Psychologica, 239, Article 104014.
Lu, W., Bian, Q., Wang, W., Wu, X., Wang, Z., & Zhao, M. (2017). Chinese version of the Perceived Stress Scale-10: A psychometric study in Chinese university students. PLoS One, 12(12), Article e0189543.
MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 99–128.
Maxwell, S. E., Kelley, K., & Rausch, J. R. (2008). Sample size planning for statistical power and accuracy in parameter estimation. Annual Review of Psychology, 59, 537–563.
Moksnes, U. K., Løhre, A., Lillefjell, M., Byrne, D. G., & Haugan, G. (2016). The association between school stress, life satisfaction and depressive symptoms in adolescents: Life satisfaction as a potential mediator. Social Indicators Research, 125(1), 339–357.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891.
Proctor, C., Linley, P. A., & Maltby, J. (2010). Very happy youths: Benefits of very high life satisfaction among adolescents. Social Indicators Research, 98(3), 519–532.
Sen, S., Sharma, B. K., & Saxena, M. J. (2023). Examining the role of perceived stress on learning satisfaction under the influence of academic burnout in the post-COVID world. Journal of Education and Health Promotion, 12(1), Article 353.
Sexton, J. B., & Adair, K. C. (2019). Forty-five good things: A prospective pilot study of the Three Good Things well-being intervention in the USA for healthcare worker emotional exhaustion, depression, work–life balance and happiness. BMJ Open, 9(3), Article e022695.
Steare, T., Gutiérrez Muñoz, C. G., Sullivan, A., & Lewis, G. (2023). The association between academic pressure and adolescent mental health problems: A systematic review. Journal of Affective Disorders, 339, 302–317.
Tamarit, A., De la Barrera, U., Schoeps, K., Castro-Calvo, J., & Montoya-Castilla, I. (2023). Analyzing the role of resilience and life satisfaction as mediators of the impact of COVID-19 worries on mental health. Journal of Community Psychology, 51(1), 234–250.
Ti, Y., & Wei, J. (2023). The reciprocal associations between academic contingent self-worth and life satisfaction among Chinese college students. Applied Research in Quality of Life, 18(2), 795–810.
Wang, H., Liu, H., Wu, B., & Hai, L. (2024). The association between trajectories of perceived unmet needs for home and community-based services and life satisfaction among Chinese older adults: The moderating effect of psychological resilience. Research on Aging, 46(2), 139–152.
Xu, X., Chen, L., Yuan, Y., Xu, M., Tian, X., Lu, F., & Wang, Z. (2021). Perceived stress and life satisfaction among Chinese clinical nursing teachers: A moderated mediation model of burnout and emotion regulation. Frontiers in Psychiatry, 12, Article 548339.
Zhang, C., Shi, L., Tian, T., Zhou, Z., Peng, X., Shen, Y., Li, Y., & Ou, J. (2022). Associations between academic stress and depressive symptoms mediated by anxiety symptoms and hopelessness among Chinese college students. Psychology Research and Behavior Management, 15, 547–556.
Zhou, M., & Lin, W. (2016). Adaptability and life satisfaction: The moderating role of social support. Frontiers in Psychology, 7, Article 1134.
Table 1. Descriptive Statistics and Pearson Correlation Analysis Results
Note. * p < .05. ** p < .01.
Table 2. Multivariate Regression Results
Table 3. Results of a Nonparametric Bootstrapping Analysis
Note. CI = confidence interval; LL = lower limit; UL = upper limit.
Figure 1. Mediation Model with Path Coefficients
Note. *** p < .001.
This work was funded by the Ministry of Education of China (YHJC21YB-088) and Shandong Provincial Education Department (2024ZSMS017).
The authors declare that they have no conflicts of interest.
The data that support the findings of this study are available on request from the corresponding author.
Yibing Wang, School of Business, Shandong University, 180 Wen Hua Xi Road, Weihai 264209, People’s Republic of China. Email: [email protected]
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