Psychological Well-Being and Social Support as Moderators of the Stress Coping–Performance Relationship Among University Students

This study investigated whether stress coping skills predict academic performance among university students. Using data from 348 participants, a simple linear regression analysis was conducted. The results showed that stress coping significantly predicted academic performance, with the model explaining 12.4% of the variance (R² = .124). The overall regression was statistically significant, F(1, 346) = 49.00, p < .00001. The coefficient for stress coping was positive and significant (β = 0.184, SE = 0.026, t = 7.00, p < .00001), indicating that for each one-unit increase in coping ability, academic performance increased by 0.184 units on average. The intercept was also significant (β = 2.936, SE = 0.090, t = 32.62, p < .00001), representing the expected academic performance score when coping is at its average level. These findings suggest a meaningful positive relationship between students’ ability to manage stress and their academic outcomes. Students who use effective coping strategies, such as emotional regulation and proactive problem-solving, tend to perform better academically.