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KMAN Counseling & Psychology Nexus

Article history:
Received 24 February 2024 Volume 2, Issue 2, pp 19-26
Revised 04 April 2024
Accepted 15 April 2024
Published online 01 July 2024 E-ISSN: 3041-9026

Experiences of Academic Stress and Coping Mechanisms in High-

Achieving Students

Daniela. Gottschlich1* , Neda. Atapour2

1 Faculty of Health Sciences, Simon Fraser University, Vancouver, BC, Canada
2 Department of Psychology and Counseling, KMAN Research Institute, Richmond Hill, Ontario, Canada

* Corresponding author email address: danielagottschlich@wayne.edu

A r t i c l e I n f o A B S T R A C T
Article type: The primary objective of this study was to explore the experiences of academic
Original Research stress and the coping mechanisms employed by high-achieving students. The
research aimed to identify key sources of stress, understand how these students
How to cite this article: manage their stress, and evaluate the impact of stress on their academic
Gottschlich, D., & Atapour, N. (2024). performance and overall well-being. This qualitative study utilized semi-
Experiences of Academic Stress and Coping
structured interviews to collect data from 21 high-achieving students at a
Mechanisms in High-Achieving Students.
prestigious university. Participants were selected based on their high academic
KMAN Conseling and Psychology Nexus,
2(2), 19-26. performance and involvement in extracurricular activities. Data analysis was
http://doi.org/10.61838/kman.psynexus.2.2.4 conducted using NVivo software, following a thematic approach to identify
recurring themes and patterns. Theoretical saturation was achieved, ensuring
comprehensive coverage of the participants' experiences. The study identified
several key sources of academic stress, including high expectations, heavy
workload, time management challenges, peer competition, and lack of resources.
Coping mechanisms employed by students included effective time management
© 2024 the authors. Published by KMAN
strategies, seeking social support, engaging in self-care practices, obtaining
Publication Inc. (KMANPUB), Ontario,
professional help, and making academic adjustments. The impact of academic
Canada. This is an open access article under
the terms of the Creative Commons stress was profound, affecting students' mental and physical health, academic
Attribution-NonCommercial 4.0 performance, social relationships, personal development, motivation, and sleep
International (CC BY-NC 4.0) License. patterns. The findings align with existing literature, highlighting the complex
nature of academic stress and the diverse coping strategies used by students.
High-achieving students experience significant academic stress due to various
sources, which can negatively impact their well-being and academic
performance. However, effective coping mechanisms and support systems can
mitigate these effects. Institutions should develop comprehensive support
systems, provide adequate resources, and foster a supportive academic
environment to help students manage stress. Further research is needed to explore
the role of individual differences and to develop targeted interventions for
reducing academic stress among high-achieving students.
Keywords: academic stress, high-achieving students, coping mechanisms, qualitative
study, mental health, time management, social support, academic performance.
 Gottschlich & Atapour KMAN Counseling & Psychology Nexus 2:2 (2024) 19-26

1. Introduction Peer competition is another prevalent source of stress

among high-achieving students. The competitive academic
A cademic stress can be defined as the body's response
to academic-related demands that exceed the adaptive
environment can create a sense of rivalry and pressure to
outperform peers (Cherkil et al., 2013). This competitive
capabilities of students (Eslami et al., 2023; Marzeh Haji
atmosphere can lead to feelings of inadequacy and increased
Aghayi et al., 2023; Morento, 2024). High-achieving
stress levels, particularly when students compare their
students, often characterized by their exceptional
achievements to those of their peers (Vestad & Tharaldsen,
performance and involvement in extracurricular activities,
2021). The desire to excel and maintain a top position in the
face unique stressors that can exacerbate their stress levels.
class can drive students to push themselves beyond their
These stressors include high expectations from themselves
limits, resulting in significant stress and anxiety (Baqutayan,
and others, a heavy workload, time management challenges,
2011).
peer competition, and lack of resources (Basith et al., 2021).
Inadequate resources and support further contribute to
The pressure to maintain high academic standards and
academic stress. High-achieving students often require
achieve outstanding results can lead to significant stress,
access to advanced academic materials, guidance from
impacting their overall health and academic success (Amah
faculty, and financial resources to succeed (Shdaifat et al.,
et al., 2022; Amah et al., 2021).
2018). Limited access to these resources can hinder their
High expectations from various sources, such as parents,
academic progress and increase stress levels (Osman &
teachers, and the students themselves, contribute
Ahmed, 2021). Institutional support, including tutoring
significantly to academic stress. According to Zimmer-
services, advisory meetings, and mental health programs, is
Gembeck (2023), parental pressure and support play a
crucial for helping students manage their stress and achieve
crucial role in shaping adolescents' coping strategies and
their academic goals (Osman & Ahmed, 2021).
stress levels. High-achieving students often internalize these
Coping mechanisms are essential for managing academic
expectations, leading to increased self-imposed standards
stress and maintaining well-being. High-achieving students
and stress (Zimmer-Gembeck, 2023). The scholarship
employ various strategies to cope with stress, including time
requirements and institutional expectations further add to
management techniques, social support, self-care practices,
this pressure, making it difficult for students to balance their
seeking professional help, and making academic
academic and personal lives (Baqutayan, 2011).
adjustments (Park & Youngshim, 2018). Time management
The academic workload is another critical source of
strategies, such as prioritization, to-do lists, and time
stress. Students frequently report feeling overwhelmed by
blocking, help students organize their tasks and reduce stress
the sheer volume of assignments, projects, and exams they
(Alah et al., 2018). Social support from friends, family, and
must manage (Basith et al., 2021). This workload can be
study groups provides emotional relief and a sense of
particularly challenging for high-achieving students who
community (Baqutayan, 2011).
often take on additional academic responsibilities, such as
Self-care practices, including exercise, meditation, and
research projects and advanced coursework (Amah et al.,
hobbies, are also effective in managing stress (Mukesh et al.,
2021). The constant demand to perform at a high level can
2022). Engaging in these activities helps students relax and
lead to burnout and decreased academic performance (Amah
recharge, improving their overall well-being (Morento,
et al., 2022).
2024). Seeking professional help, such as counseling
Time management is a significant challenge for many
services and therapy sessions, provides students with the
students, contributing to their stress levels. Procrastination,
tools and support needed to cope with stress effectively
scheduling conflicts, and balancing academic commitments
(Jahara et al., 2022). Academic adjustments, such as
with personal and extracurricular activities are common
reducing course load, requesting flexible deadlines, and
issues (Park & Youngshim, 2018). High-achieving students,
opting for pass/fail options, can also alleviate stress and
in particular, may struggle to find time for relaxation and
enhance academic performance (Basith et al., 2021).
self-care, further exacerbating their stress (Mukesh et al.,
The impact of academic stress on students' mental and
2022). Effective time management strategies are essential
physical health, academic performance, social relationships,
for mitigating these stressors and enhancing students' well-
personal development, motivation, and sleep patterns is
being and academic performance (Alah et al., 2018).
profound (Amah et al., 2021). High levels of stress can lead
to anxiety, depression, and burnout, significantly affecting

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students' mental health (Amah et al., 2022). Physical health experiences and perceptions. Data collection was conducted
issues, such as fatigue, insomnia, and headaches, are also through semi-structured interviews, providing flexibility for
common among stressed students (Basith et al., 2021). participants to share detailed narratives while ensuring that
Academic performance may decline as students struggle to key topics were covered consistently across interviews.
keep up with their workload and meet deadlines (Amah et Participants were high-achieving students from a range of
al., 2021). academic disciplines at a prestigious university. High
Stress can also impact social relationships, leading to achievement was defined by a combination of high GPA
isolation, conflicts with peers, and strained relationships (above 3.8 on a 4.0 scale) and involvement in extracurricular
(Cherkil et al., 2013). Despite these challenges, some academic activities, such as research projects, academic
students develop resilience, self-awareness, and stress clubs, or competitive scholarships. A purposive sampling
management skills, which are valuable for their personal strategy was employed to identify individuals who met these
development (Zimmer-Gembeck, 2023). However, high criteria and were willing to discuss their experiences.
levels of stress can decrease motivation, leading to a lack of Theoretical saturation was reached when no new themes
drive and loss of purpose (Amah et al., 2022). Irregular sleep or insights were emerging from additional data, indicating
patterns, insomnia, and daytime drowsiness are common that the data collection process could be concluded.
among students experiencing academic stress (Park &
Youngshim, 2018). 2.2. Measures
Support systems play a crucial role in helping students
2.2.1. Semi-Structured Interview
cope with academic stress. Family support, including
parental encouragement and sibling advice, provides Data were collected using semi-structured interviews,
emotional stability and motivation (Zimmer-Gembeck, which were conducted either in person or via video
2023). Peer support through study buddies, peer mentoring, conferencing, depending on participants' availability and
and collaborative learning fosters a sense of community and preferences. The interview guide included open-ended
mutual aid (Cherkil et al., 2013). Institutional support, such questions designed to elicit detailed responses about
as tutoring services, advisory meetings, and mental health participants' experiences with academic stress and their
programs, is vital for addressing students' academic and coping mechanisms. Example questions included:
emotional needs (Osman & Ahmed, 2021). Online - Can you describe a time when you felt particularly
resources, including forums, educational websites, and stressed about your academic performance?
virtual study groups, offer additional support and - What factors contribute most to your academic
information (Shdaifat et al., 2018). stress?
In conclusion, understanding the sources and impact of - How do you typically cope with academic stress?
academic stress, as well as the coping mechanisms employed - Can you share an example of a coping strategy that
by high-achieving students, is essential for developing you found particularly effective or ineffective?
effective interventions and support systems. By addressing - Interviews were audio-recorded with participants'
these factors, educators and institutions can enhance student consent and transcribed verbatim for analysis.
well-being, academic performance, and overall success. This
study aims to provide a comprehensive understanding of the 2.3. Data analysis
experiences of academic stress and coping mechanisms
Data analysis followed a thematic approach, facilitated by
among high-achieving students, contributing to the existing
the use of NVivo software. The process began with
literature and informing future research and practice.
familiarization, where transcripts were read multiple times
2. Methods and Materials to gain an initial understanding of the data. Coding was
conducted in stages:
2.1. Study Design and Participants - Open Coding: Initial codes were generated based on
significant statements and concepts related to
This qualitative study aimed to explore the experiences of
academic stress and coping mechanisms.
academic stress and coping mechanisms among high-
- Axial Coding: Codes were grouped into categories
achieving students. The research design was chosen to allow
that represented broader themes.
for an in-depth understanding of participants' personal

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- Selective Coding: Key themes were identified and ranged from 18 to 24 years, with a mean age of 21 years. In
refined to develop a coherent narrative that addressed terms of academic standing, 8 (38%) were sophomores, 6
the research questions. (29%) were juniors, and 7 (33%) were seniors. Participants
were enrolled in various majors, including STEM fields (11
3. Findings and Results students, 52%), humanities (6 students, 29%), and social
sciences (4 students, 19%). Additionally, 15 participants
The study included 21 high-achieving students from a
(71%) reported being involved in extracurricular academic
prestigious university, representing a diverse range of
activities, such as research projects, academic clubs, or
academic disciplines. Among the participants, 12 (57%)
competitive scholarships.
were female, and 9 (43%) were male. The age of participants

Table 1

The Results of Qualitative Analysis

Categories Subcategories Concepts

Sources of Academic Stress High Expectations Parental Pressure, Self-Imposed Standards, Scholarship Requirements
Workload Homework Load, Project Deadlines, Exam Preparation, Research Requirements
Time Management Procrastination, Scheduling Conflicts, Balancing Commitments
Peer Competition Comparative Performance, Academic Rivalry, Group Competition
Lack of Resources Limited Access to Materials, Inadequate Guidance, Financial Constraints
Coping Mechanisms Time Management Strategies Prioritization, To-Do Lists, Time Blocking
Social Support Talking to Friends, Study Groups, Family Conversations
Self-Care Practices Exercise, Meditation, Hobbies
Seeking Professional Help Counseling Services, Therapy Sessions, Academic Advisors
Academic Adjustments Course Load Reduction, Flexible Deadlines, Pass/Fail Options
Impact of Academic Stress Mental Health Anxiety, Depression, Burnout
Physical Health Fatigue, Insomnia, Headaches
Academic Performance Grades Decline, Missed Deadlines, Dropout Risk
Social Relationships Isolation, Conflict with Peers, Strained Relationships
Personal Development Resilience, Self-Awareness, Stress Management Skills
Motivation Decreased Interest, Lack of Drive, Loss of Purpose
Sleep Patterns Irregular Sleep, Insomnia, Daytime Drowsiness
Support Systems Family Support Parental Encouragement, Sibling Advice, Family Activities
Peer Support Study Buddies, Peer Mentoring, Collaborative Learning
Institutional Support Tutoring Services, Advisory Meetings, Mental Health Programs
Online Resources Online Forums, Educational Websites, Virtual Study Groups

hard to keep up." Research requirements for honors students

3.1. Sources of Academic Stress or those involved in academic projects further contribute to
this stress.
High Expectations: High-achieving students often face
Time Management: Many students struggle with
immense pressure from various sources. One participant
managing their time effectively. "Procrastination is my
mentioned, "My parents expect nothing less than perfection,
biggest enemy," one student admitted. Scheduling conflicts
which can be overwhelming." Another student expressed
and balancing academic commitments with extracurricular
that self-imposed standards were a significant stressor: "I set
activities and personal life also pose challenges. Another
very high goals for myself, and failing to meet them causes
participant remarked, "It’s hard to find a balance between
a lot of anxiety." Scholarship requirements also add to the
school, work, and having a social life."
pressure, as one student noted, "Maintaining my scholarship
Peer Competition: High-achieving students often feel the
requires a GPA above 3.8, which is constantly on my mind."
pressure of comparative performance and academic rivalry.
Workload: The academic workload is another significant
"Seeing my peers excel can be motivating, but it's also
source of stress. Students reported feeling overwhelmed by
stressful because I feel like I need to keep up," one student
homework load, project deadlines, and exam preparation.
said. Group competition in academic settings can also
One participant shared, "I sometimes have three or four
heighten stress levels.
major assignments due in the same week, which makes it

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Lack of Resources: Limited access to academic materials, shared, "I missed several deadlines last semester because I
inadequate guidance, and financial constraints were cited as just couldn't keep up."
significant stressors. One student explained, "Sometimes, I Social Relationships: Stress affects social relationships,
can't afford all the textbooks I need, which makes studying leading to isolation, conflicts with peers, and strained
harder." Another noted, "There's not enough support from relationships. "I often isolate myself when I'm stressed,
faculty to guide us through tough courses." which affects my friendships," one student admitted.
Personal Development: Despite the negative impacts,
3.2. Coping Mechanisms some students develop resilience, self-awareness, and stress
management skills. "I've learned to be more resilient and
Time Management Strategies: Effective time
manage my stress better," a participant reflected.
management strategies such as prioritization, using to-do
Motivation: Academic stress can decrease motivation,
lists, and time blocking help students cope with academic
leading to a lack of drive and loss of purpose. "Sometimes, I
stress. One participant shared, "Making a daily to-do list
just don't see the point in all this," one student expressed.
helps me stay on track and manage my time better."
Sleep Patterns: Irregular sleep patterns, insomnia, and
Social Support: Social support from friends, family, and
daytime drowsiness are common among stressed students. "I
study groups plays a crucial role in coping. "Talking to
often stay up late studying and feel tired during the day," a
friends who are going through the same thing really helps,"
student reported.
one student said. Family conversations also provide
emotional support and relief.
3.4. Support Systems
Self-Care Practices: Engaging in self-care practices such
as exercise, meditation, and hobbies helps students manage Family Support: Family support, including parental
stress. One student mentioned, "Exercise is my way to de- encouragement, sibling advice, and family activities, helps
stress. It clears my mind and gives me energy." Meditation students cope with stress. One student mentioned, "My
and hobbies like reading or playing music also provide parents' support is crucial; they always encourage me to do
mental relief. my best."
Seeking Professional Help: Some students seek Peer Support: Peer support through study buddies, peer
professional help through counseling services, therapy mentoring, and collaborative learning provides a sense of
sessions, and academic advisors. "Going to therapy has been community and mutual aid. "My study group keeps me
a game-changer for me," one participant revealed. Academic motivated and accountable," one participant noted.
advisors also provide valuable guidance and support. Institutional Support: Institutional support, such as
Academic Adjustments: Making academic adjustments tutoring services, advisory meetings, and mental health
such as reducing course load, requesting flexible deadlines, programs, is vital. "The tutoring center has been incredibly
and opting for pass/fail options can alleviate stress. One helpful for difficult subjects," a student shared.
student shared, "Taking one less course this semester really Online Resources: Online resources, including forums,
helped me manage my workload better." educational websites, and virtual study groups, offer
additional support. One participant stated, "Online forums
3.3. Impact of Academic Stress are great for getting quick help and connecting with others."

Mental Health: Academic stress significantly impacts

4. Discussion and Conclusion
students' mental health, leading to anxiety, depression, and
burnout. "There are days when I feel so overwhelmed that I The findings of this study provide an in-depth
can't get out of bed," one student confessed. understanding of the experiences of academic stress and the
Physical Health: Stress also affects physical health, coping mechanisms employed by high-achieving students.
causing fatigue, insomnia, and headaches. "I often get The results highlighted key sources of stress, including high
headaches and feel exhausted, even after a full night's sleep," expectations, workload, time management challenges, peer
a participant noted. competition, and lack of resources. Additionally, various
Academic Performance: Stress can negatively impact coping mechanisms, such as time management strategies,
academic performance, resulting in grades decline, missed social support, self-care practices, seeking professional help,
deadlines, and an increased risk of dropout. One student and academic adjustments, were identified. These findings

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align with previous research and offer insights into how The study identified several coping mechanisms
high-achieving students navigate their academic employed by high-achieving students to manage academic
environments. stress. Time management strategies, such as prioritization,
High expectations emerged as a significant source of to-do lists, and time blocking, were commonly used to
stress for high-achieving students. This finding is consistent organize tasks and reduce stress. These strategies are
with prior research that emphasizes the pressure students feel effective in helping students manage their workload and
from parents, teachers, and themselves to meet high maintain a balanced life (Alah et al., 2018).
academic standards (Zimmer-Gembeck, 2023). The Social support from friends, family, and study groups was
internalization of these expectations often leads to increased another crucial coping mechanism. Talking to friends who
self-imposed standards and stress (Alah et al., 2018). are going through similar experiences, participating in study
Scholarship requirements and institutional expectations groups, and engaging in family conversations provide
further amplify this pressure, making it challenging for emotional relief and a sense of community (Baqutayan,
students to maintain a balanced life (Baqutayan, 2011). 2011). This finding aligns with previous research that
The academic workload was another prominent stressor highlights the importance of social support in mitigating
identified in this study. High-achieving students often juggle academic stress (Morento, 2024).
multiple responsibilities, including coursework, research Self-care practices, including exercise, meditation, and
projects, and extracurricular activities. This heavy workload hobbies, were also effective in managing stress. Engaging in
can be overwhelming and lead to burnout, as noted in these activities helps students relax and recharge, improving
previous studies (Amah et al., 2021; Basith et al., 2021). The their overall well-being (Mukesh et al., 2022). These
constant demand to excel academically can detract from findings are consistent with studies that emphasize the role
students' overall well-being and academic performance of self-care in reducing stress and enhancing mental health
(Amah et al., 2022). (Park & Youngshim, 2018).
Time management challenges were also highlighted as a Seeking professional help, such as counseling services,
significant source of stress. Procrastination, scheduling therapy sessions, and academic advisors, was another coping
conflicts, and balancing academic commitments with mechanism identified in the study. Professional support
personal and extracurricular activities were common issues provides students with the tools and guidance needed to cope
faced by the participants. These findings are supported by with stress effectively (Jahara et al., 2022). This finding
research indicating that effective time management is crucial supports previous research that underscores the importance
for reducing academic stress and enhancing student well- of professional help in managing academic stress (Amah et
being (Mukesh et al., 2022; Park & Youngshim, 2018). al., 2022).
Peer competition was identified as a prevalent source of Academic adjustments, such as reducing course load,
stress among high-achieving students. The competitive requesting flexible deadlines, and opting for pass/fail
academic environment fosters a sense of rivalry and pressure options, were also employed to alleviate stress. These
to outperform peers, which can lead to feelings of adjustments allow students to manage their workload better
inadequacy and increased stress levels (Cherkil et al., 2013; and focus on their well-being (Basith et al., 2021). This
Vestad & Tharaldsen, 2021). This competitive atmosphere finding is supported by research indicating that academic
can drive students to push themselves beyond their limits, flexibility can significantly reduce stress and improve
resulting in significant stress and anxiety (Baqutayan, 2011). academic performance (Osman & Ahmed, 2021).
Inadequate resources and support further contributed to The impact of academic stress on students' mental and
academic stress. High-achieving students often require physical health, academic performance, social relationships,
access to advanced academic materials, guidance from personal development, motivation, and sleep patterns was
faculty, and financial resources to succeed. Limited access profound. High levels of stress can lead to anxiety,
to these resources can hinder their academic progress and depression, and burnout, significantly affecting students'
increase stress levels (Osman & Ahmed, 2021; Shdaifat et mental health (Amah et al., 2022; Amah et al., 2021).
al., 2018). Institutional support, including tutoring services, Physical health issues, such as fatigue, insomnia, and
advisory meetings, and mental health programs, is vital for headaches, were also common among stressed students
helping students manage their stress and achieve their (Basith et al., 2021).
academic goals (Osman & Ahmed, 2021).

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Academic performance may decline as students struggle The findings of this study have several practical
to keep up with their workload and meet deadlines (Amah et implications for educators, institutions, and policymakers.
al., 2021). Stress can also impact social relationships, First, institutions should develop and implement
leading to isolation, conflicts with peers, and strained comprehensive support systems that address the various
relationships (Cherkil et al., 2013). Despite these challenges, sources of academic stress identified in this study. This
some students develop resilience, self-awareness, and stress includes providing adequate academic resources, offering
management skills, which are valuable for their personal flexible academic policies, and ensuring access to mental
development (Zimmer-Gembeck, 2023). health services. Educators should also be trained to
High levels of stress can decrease motivation, leading to recognize signs of academic stress and provide appropriate
a lack of drive and loss of purpose (Amah et al., 2022). support and guidance to students. Encouraging the
Irregular sleep patterns, insomnia, and daytime drowsiness development of effective time management skills and self-
were common among students experiencing academic stress care practices can help students manage their workload and
(Park & Youngshim, 2018). These findings underscore the reduce stress. Institutions should also foster a supportive and
need for effective coping mechanisms and support systems collaborative academic environment that mitigates peer
to mitigate the negative impact of academic stress on competition and promotes social support among students.
students' well-being and academic success. Finally, policymakers should consider the findings of this
Despite the valuable insights provided by this study, there study when designing educational policies and interventions
are several limitations that should be acknowledged. First, aimed at improving student well-being and academic
the study's qualitative design, while providing in-depth performance.
understanding, may limit the generalizability of the findings. In conclusion, this study provides valuable insights into
The experiences of the 21 high-achieving students in this the experiences of academic stress and the coping
study may not represent the broader population of high- mechanisms employed by high-achieving students. By
achieving students across different institutions and cultural understanding the sources and impact of academic stress, as
contexts. Second, the reliance on self-reported data through well as the coping strategies used by students, educators and
interviews may introduce bias, as participants might institutions can develop effective interventions and support
underreport or exaggerate their stress levels and coping systems that enhance student well-being and academic
mechanisms. Third, the study did not account for potential success. Further research is needed to build on these findings
confounding variables such as personality traits, and explore additional factors that influence academic stress
socioeconomic status, and prior mental health conditions, and coping mechanisms.
which could influence the experiences of academic stress
and coping strategies. Authors’ Contributions
Future research should consider a larger and more diverse
Authors contributed equally to this article.
sample to enhance the generalizability of the findings.
Including students from various academic disciplines, Declaration
institutions, and cultural backgrounds can provide a more
comprehensive understanding of academic stress and coping In order to correct and improve the academic writing of
mechanisms. Longitudinal studies that track students' our paper, we have used the language model ChatGPT.
experiences over time would also be beneficial in identifying
changes in stress levels and coping strategies throughout Transparency Statement
their academic careers. Additionally, quantitative research
Data are available for research purposes upon reasonable
that uses validated scales and surveys can complement
request to the corresponding author.
qualitative findings and provide a broader perspective on the
prevalence and impact of academic stress. Future studies Acknowledgments
should also explore the role of individual differences, such
as personality traits and resilience, in moderating the We would like to express our gratitude to all individuals
relationship between academic stress and coping helped us to do the project.
mechanisms.
Declaration of Interest

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The authors report no conflict of interest. Learning. Diversitas Journal, 9(1).

https://doi.org/10.48017/dj.v9i1.2913
Mukesh, H. V., Acharya, V., & Pillai, R. (2022). Are
Funding Extracurricular Activities Stress Busters to Enhance Students’
Well-Being and Academic Performance? Evidence From
According to the authors, this article has no financial A natural Experiment. Journal of Applied Research in Higher
support. Education, 15(1), 152-168. https://doi.org/10.1108/jarhe-06-
2021-0240
Osman, A., & Ahmed, I. O. M. (2021). Religious Orientation,
Ethical Considerations Academic Stress and Religious Coping Among First Year
Undergraduate Students. IIUM Journal of Educational
The study protocol adhered to the principles outlined in Studies, 9(2), 123-140. https://doi.org/10.31436/ijes.v9i2.244
Park, S.-H., & Youngshim, K. (2018). Ways of Coping With
the Helsinki Declaration, which provides guidelines for
Excessive Academic Stress Among Korean Adolescents
ethical research involving human participants. During Leisure Time. International Journal of Qualitative
Studies on Health and Well-Being, 13(1), 1505397.
https://doi.org/10.1080/17482631.2018.1505397
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