Stress, Coping Mechanisms, and Academic Performance: A Psychology Perspective on Undergraduate Students

The present study explores the interrelationship between stress, coping mechanisms, and academic performance among undergraduate students. Using a cross-sectional empirical design, data were collected from 78 randomly selected students through in-person and online interviews, supplemented with standardized instruments including the Perceived Stress Scale (PSS), the Brief COPE Inventory, and self-reported academic performance records. Results revealed that students reported moderate levels of stress and exam anxiety, with problem-focused coping emerging as the dominant strategy among the majority of participants. Correlation analysis indicated that perceived stress negatively influenced academic performance (r = –0.55), while problem-focused coping significantly enhanced outcomes (r = +0.67). Lifestyle factors such as study hours and smartphone use also demonstrated strong associations with academic achievement. Qualitative insights further contextualized these findings, highlighting sources of stress such as academic pressure, peer competition, and time management challenges. The study concludes that while stress is inevitable in undergraduate life, effective coping mechanisms and supportive lifestyle practices can mitigate its impact on academic performance.