Academic stress among female university students in China: a qualitative study of coping through psychological capital and social support

Abstract Background Academic stress is a pervasive psychological concern among university students, and female students often face additional stressors related to societal expectations, academic demands, and gender roles. However, there is limited qualitative research exploring how female students understand and cope with academic stress in Chinese higher education. This study aimed to explore female university students lived experiences of academic stress and the role of psychological capital and social support in coping. Methods A qualitative study was conducted through semi-structured interviews with 15 female students at a Chinese university. Interviews were conducted in both Chinese and English. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis guided by Braun and Clarke’s six-phase framework to identify patterns and themes related to academic stress and coping strategies. The analysis was primarily inductive but theoretically informed by the study’s focus on psychological capital, social support, and gendered experiences of academic stress. Results Participants reported that academic stress was driven by high academic expectations, family responsibilities, and sociocultural gender norms. Psychological capital, including resilience, self-efficacy, optimism, and hope, helped students reframe stress and maintain motivation. Social support from family, peers, and mentors provided emotional and practical assistance, buffering stress and promoting adaptive coping. Across participants’ accounts, both psychological capital and social support were described as resources for coping with academic demands. Across participants’ accounts, both psychological capital and social support were described as resources for coping with academic demands. Conclusions Female university students experience academic stress shaped by academic demands and gendered family and social expectations. Psychological capital and social support were described as important coping resources. These findings suggest potential implications for university support strategies that are responsive to female students’ academic and gender-related pressures.