Abstract
Purpose: The authors report the results of an empirical study carried out by gathering data from the students of higher academic education institutes. This empirical study investigates if students of higher academic institutes experience stress in general and the factors associated with student stress. Theoretical framework: This empirical research assessed student stress and its effect on the psychological well-being and performance of students from higher academic institutions following the Thoretical fraework of Anderson (2015) and Prasad et al. (2020) Design/methodology/approach: The data were collected using structured undisguised questionnaire and was published on google forms using Likert-type 12-item stress scale, 5-item performance scale, and 18-item Ryff’s scale were used to gather the data. The response from 848 respondents were subjected to data analysis. Findings: The results from the general linear model indicate that the effect of stress on student performance and psychological well-being is statistically significant. The influence of stress on performance (p<0.001) and psychological well-being stub-scales autonomy (p<0.001), environment mastery (p<0.05), and purpose of life (p<0.05) are statistically significant. Whereas the model indicates no statistically significant results among gender and age groups. Research, Practical & Social implications: The results indicate moderate stress and its effect on psychological well-being of student community. The performance of the students also being affected. The academic institutes should develop strategies to mitigate the stress and its ill effects. The students will be benefited from Yoga and Meditation. Originality/value: This is the first study on students stress and its effect of students psychological well-being and performance in India drawing the sample from higher academic institutes
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