Academic and Personal Stress, Self-Esteem, Self-Efficacy, and Sociopolitical Behaviour among European University Students: A Scoping Review

Abstract Background Stress, self-esteem, self-efficacy, and sociopolitical behaviour are relevant to university students’ psychological well-being and civic engagement. However, evidence on the relationships between these constructs remains fragmented in Europe. This scoping review mapped empirical research examining associations between at least two of these constructs among university students aged 18–26 years in Europe and identified gaps in the evidence. Methods Following Joanna Briggs Institute methodology, the review was reported in accordance with the PRISMA Extension for Scoping Reviews (PRISMA-ScR). Systematic searches of PubMed, ERIC, and EBSCOhost were conducted between July and September 2025, supplemented by a narrative search between September and October 2025. Eligible studies were peer-reviewed empirical quantitative, qualitative, or mixed-methods studies published in English or German between 2015 and 2025. Studies were included if they examined relationships between at least two predefined constructs among university students in Europe. Data were synthesised using descriptive mapping and thematic synthesis. Results Of 1,201 records identified, 81 duplicates were removed. Following title and abstract screening of 1,120 records and full-text assessment of 44 articles, 19 studies were included. Studies covered Germany, Poland, Sweden, Belgium, Italy, Norway, Turkey, the Netherlands, and cross-national European comparisons. Most employed quantitative cross-sectional designs (n = 13; 68%), while three used qualitative interviews, one employed mixed methods, and two used longitudinal designs. Samples varied considerably, predominantly comprising higher education students. Stress, self-efficacy, and self-esteem were generally assessed using standardised instruments, whereas sociopolitical variables were measured more contextually. Most studies examined stress alongside psychological resources, particularly self-efficacy. Fewer investigated sociopolitical participation alongside psychological constructs, and direct empirical integration across all four constructs remained limited. Conclusion Research linking psychological resources and stress with sociopolitical behaviour among European university students remains limited. Although self-efficacy appears relevant to both well-being and democratic participation, integrative evidence is scarce. Interdisciplinary, cross-national research could clarify these relationships and inform university strategies supporting student resilience, psychological well-being, and active citizenship.