Abstract
This study investigated the moderating role of perceived social support in the relationship between academic demands (measured as perceived academic stress) and mental health of undergraduate students in full-time employment. Participants were a purposive sample of 320 undergraduate Open Distance Learners in Nigeria (55.9% = females; Mean age = 25.6 years, SD = 8.49 years). Participants completed self-report measures on perceived social support, perceived academic stress, and general health scales. Additionally, they reported relevant demographic information, including: age, gender, academic study year, academic faculty, marital status, and employment tenure. Results of the hierarchical moderated analysis indicated academic demands with full-time employment to be associated with lower student mental health. Perceived social support directly moderated the relationship between perceived academic stress and mental health. We conclude that perceived high social support by undergraduate students in full-time employment would enhance the mental health of those with high academic stress.
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