The Impact of Perceived Academic Stress on Subjective Well-Being at Hangzhou City University
คำสำคัญ:
บทคัดย่อ
This study examined the relationship between perceived academic stress and subjective well-being among 398 undergraduate students at Hangzhou City University. Using a quantitative correlational predictive design, data were collected through the Perceived Stress Scale (PSS-10), Satisfaction with Life Scale (SWLS), and Positive and Negative Affect Schedule (PANAS).
Results showed that students reported low levels of perceived academic stress and very high life satisfaction. Perceived academic stress dimensions—Negative Stress Appraisal (NSA) and Positive Coping (PC)—were significantly correlated with all components of subjective well-being (p < .001). Hierarchical regression analyses controlling for gender and grade level revealed that NSA and PC significantly predicted life satisfaction (R² = 0.479), positive affect (R² = 0.435), and negative affect (R² = 0.517). NSA was the strongest predictor of negative affect (β = 0.548), whereas PC was the strongest predictor of positive affect (β = 0.449).
The findings confirm that perceived academic stress is a significant predictor of subjective well-being among university students. The results highlight the importance of reducing negative stress appraisal and strengthening positive coping capacities through early screening, targeted interventions, and institutional support systems that promote student well-being.
เอกสารอ้างอิง
Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress. Journal of Educational Psychology, 107(3), 847–860.
Busseri, M. A. (2018). Examining the structure of subjective well-being through meta-analysis of the associations among positive affect, negative affect, and life satisfaction. Personality and Individual Differences, 122, 68-71.
Cheng, X., & Lin, H. (2023). Mechanisms from academic stress to subjective well-being of Chinese adolescents: the roles of academic burnout and internet addiction. Psychology Research and Behavior Management, 16, 4183-4196.
Cohen, S., & Williamson, G. (1988). Perceived stress in a probability sample of the United States. In S. Spacapan & S. Oskamp (Eds.), The Social Psychology of Health (pp.31–67). Sage.
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75.
Diener, E., & Seligman, M. E. P. (2002). Very happy people. Psychological Science, 13(1), 81–84.
Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being. Psychological Bulletin, 125(2), 276–302.
Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise. Annual Review of Psychology, 55, 745–774. https://doi.org/10.1146/annurev.psych.55.090902.141456
Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524.
Huang, L., Yang, T. Z., & Ji, Z. M. (2003). Applicability of the positive and negative affect scale in Chinese. Chinese Mental Health Journal, 17(1), 54–56.
Kang, H. (2021). Sample size determination and power analysis using the G* Power software. Journal of Educational Evaluation for Health Professions, 18, Article 17.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
Lee, E. H. (2012). Review of the psychometric evidence of the Perceived Stress Scale. Asian Nursing Research, 6(4), 121–127.
Lu, W., Bian, Q., Wang, Y., & Zhao, M. (2017). Reliability and validity of the Chinese version of the Perceived Stress Scale (PSS-10) in Chinese university students. Chinese Journal of Health Psychology, 25(5), 711–714.
Misra, R., & McKean, M. (2000). College students' academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41–51.
Mulaudzi, I. C. (2023). Challenges faced by first-year university students: Navigating the transition to higher education. Journal of Education and Human Development, 12(2), 79-87.
Park, C. L. (2004). The role of religion and spirituality in coping with stress. Psychological Inquiry, 15(4), 307–311.
Poo, M. M. (2021). Innovation and reform: China's 14th five-year plan unfolds. National Science Review, 8(1), nwaa294.
Steel, P., Schmidt, J., & Shultz, J. (2008). Refining the relationship between personality and subjective well-being. Psychological Bulletin, 134(1), 138–161.
Tom, S. (2022). Effect of perceived academic stress on college students. Ymer Digital, 21(06), 343-352.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063-1070.
Huang, X., Yu, F., & Li, S. (2003). The Chinese version of the Positive and Negative Affect Schedule (PANAS): Reliability and validity. Chinese Journal of Clinical Psychology, 11(3), 220–222.
Xiong, Y., & Xu, X. (2009). Reliability and validity of the Satisfaction with Life Scale (SWLS) among Chinese university students. Chinese Journal of Clinical Psychology, 17(2), 198–200.
