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Systematic Review on Global Trend in Students’ Academic Stress:

Prevalence, Causal Factor, and Psychological Implication

Masul Hadi

*, IGAA Noviekayati

, Suhadianto

123

Universitas 17 Agustus 1945 Surabaya, Indonesia

*Corresponding Author

DOI:

https://doi.org/10.47772/IJRISS.2025.91100332

Received: 30 November 2025; Accepted: 07 December 2025; Published: 10 December 2025

ABSTRACT

Academic stress has become a major global mental health concern among university students. It negatively

affects psychological well-being, academic performance, and physical health, yet a comprehensive

understanding of its worldwide trends, causes, and impacts over the past 15 years remains limited. This

systematic review aims to identify the global prevalence of academic stress and analyze its causal factors and

psychological implications from 2010–2025. Using the Systematic Literature Review (SLR) method based on

PRISMA 2020, this study searched ScienceDirect (Elsevier) and Google Scholar via Publish or Perish. From

1,498 initial articles, 58 met the inclusion criteria and were assessed using the JBI Critical Appraisal Checklist.

Keywords included academic stress, student stress, prevalence, factors, and psychological implications. Results

show that 46.6% of studies reported high academic stress, indicating a rising global trend. Academic factors

(workload, limited time, academic competition), psychological factors (self-concept, personal stress, low

confidence or self-efficacy), social–interpersonal factors (family expectations, lecturer pressure, low social

support), and contextual–environmental factors (language barriers, financial issues, limited technology) were

identified as key contributors. Academic stress leads to significant psychological, cognitive-motivational,

socialbehavioral, well-being, and physiological consequences. Findings highlight the need for psychological

interventions, educational reforms, and policies supporting students’ mental health.

Keywords: academic stress, prevalence, causal factors, psychological implication, systematic review

INTRODUCTION

Over the past few years, academic stress has emerged as one of the major mental health concerns among

university students, both in Indonesia and across the globe. The current situation reflects a psychological

response arising from environmental pressures, academic expectations in particular, that exceed an individual’s

coping capacity (Lazarus & Folkman, 1984). Within higher education, students encounter multiple sources of

tension, including intensive academic workloads, limited time frames for completing coursework, and substantial

expectations from both family and academic communities. According to Krohne’s Model of Coping Modes

(2002), individuals facing stressful conditions tend to habitually employ self-regulation and heightened vigilance

(vigilant coping). This mechanism is highly relevant to the transitional phase into university life, which requires

students to adjust to new learning systems and academic demands.

In the digital era, academic demands have increased rapidly. Technology-driven changes in learning systems,

high academic expectations, and strong engagement with digital devices have given rise to new forms of stress,

including digital fatigue. The change in academic systems during the COVID-19 pandemic later escalated these

pressures even more. Students in some amounts of countries were reported to have experienced increased

academic stress, enhanced by a lack of self-control and heightened loneliness due to prolonged social isolation.

They also faced disruptions in teaching–learning activities, changes in evaluation systems, and uncertainty

regarding their academic and career futures. This situation provides strong evidence that academic stress arises

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not only from academic expectations but also from structural and technological transformations within modern

education.

Global research data indicates an increasing prevalence of academic stress amongst college students across the

world. A systematic analysis in Africa by Fentahun et al. (2025) involving 7,828 students reported a prevalence

rate of 64.7%. In Saudi Arabia, Al-Shahrani et al. (2023) stated that 85.5% of students experienced mild to severe

level. A study in Bangladesh found that 76.8% of students faced academic stress during their college years (Rabbi

& Islam, 2024). Meanwhile, in Nepal, 31.7% of students reported moderate academic stress and 35.4%

experienced high levels of stress (Kaphle et al., 2024).

In Indonesia, this phenomenon is also evident across several regions. At one Health Sciences Institute (STIKES)

in Surabaya, 65.5% of students experienced moderate academic stress (Ananda et al., 2023). In Aceh Province,

the same level of stress was reported by 72.8% of students (Humaira, Astuti & Afnidar, 2024). Nearly half of

nursing students in Ambon also fell into the moderate stress category (Manery et al., 2024). Furthermore,

nonlocal students in West Sumatra reported academic stress levels extending from moderate to high (Ardi et al.,

2025). These findings reinforce that academic stress is an issue that surpasses geographical and cultural

boundaries, demanding serious attention from higher institutional policymakers.

Numbers of research have already identified some of the stress sources. Bedewy & Gabriel (2015) shows that

the demands of gaining academic achievement, exam pressure, low self-esteem in academic field, and limited

time, are the most significant factors of academic stress. This was later strengthened by Watson & Watson (2016),

which High expectations, information overload, academic pressure, unrealistic ambitions, limited opportunities,

and a high level of competition are common contributors to academic stress among students. These research’s

results elaborate that academic stress is a multidimensional phenomenon that caused by academic pressure,

psychological factor, and social context amongst the students’ environment.

Academic stress not only puts negative impact on psychological aspects but also affecting academic

performance, study motivation, students’ welfare, even physiological aspects. Some of the researches reported

that academic stress fosters a sleep deprived condition and triggers some depression symptoms Romo-Nava et

al., 2016). Students’ mental health shares a significant negative correlation into academic stress (accuracy 99%),

which the higher academic stress, the lower students’ mental health state (Gasser et al., 2025). Sustainable

academic stress has shown negative impact on studying capacity, academic performance, education and career

achievements, sleep quality and quantity, physical health, mental health, and drugs usage. These facts indicate

that academic stress has been the part of modern campus life and needs cross-discipline scientific approaches for

deeper understanding and excellent management.

Although academic stress has been widely studied, numbers of gaps remain. Empirically, developmental

psychology theory explains that university students who fall within the stage of emerging adulthood should

possess more advanced self-regulation capacities, emotional maturity, and coping strategies compared to

teenager period (Santrock, 2019). However, the research findings presented earlier indicate an uptrend of

academic stress among students across various regions of the world. From a theoretical view, prior studies

examining the causes of academic stress most likely to differ in focus. Some emphasize internal factors such as

perfectionism, self-efficacy, and emotion regulation, whereas the rest later focus on external factors such as

academic workload, assessment systems, and social pressures. By these few differing points of view, it is

confirmed that there is a need for an integrative model, that combines both internal and external causes in one

conceptual framework. Furthermore, a systematic synthesis of academic stress covering the period from 2010 to

2025 has yet to be identified.

This study draws on two models of stress mechanisms to explain academic stress in higher education

environment. The first is the transactional type of stress introduced by Lazarus & Folkman (1984), which posits

that stress arises when environmental demands are surpassed as exceeding an individual’s capacity to cope. The

second refers to Krohne’s (2002) Model of Coping Modes (MCM), which extends the concept of stress coping

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by pointing out the role of personal dispositions, emotion regulation and tolerance for uncertainty in particular,

to navigate stressful situations.

This study aims to discover the prevalence of academic stress across different regions of the world, identify the

academic stress causing factors, review the resulting psychological implications, and map the trend shifts over

the past fifteen years. It addresses four research questions: (1) What is the prevalence level of academic stress

among university students across various global regions? (2) Which factors contribute most significantly to the

lead of academic stress in students? (3) What psychological implications arise from academic stress? and (4)

How has the trend of academic stress among university students changed over the past fifteen years (2010–

2025)? From a scientific strategy, this study provides an extensive overview of the academic stress phenomenon

among university students throughout the 2010–2025 period. Practically, the results are expected to serve as a

reference for developing policies and psychological interventions in higher education aimed at strengthening

students’ resilience.

METHODS

This study uses a Systematic Literature Review (SLR) design guided by the Preferred Reporting Items for

Systematic Reviews and Meta-Analyses (PRISMA) 2020 framework (Page et al., 2021). All steps of the review

process were conducted in line with the principles of replicability and traceability. Two main databases were

used for the literature search: ScienceDirect (Elsevier) and Google Scholar that accessed through the Publish or

Perish (PoP) software, version 8. ScienceDirect was selected due to its strong academic reputation and numerous

collection of Scopus-indexed publications. Google Scholar, on the other hand, was utilized to broaden the search

scope to include national and regional publications, particularly SINTA-indexed journals which relevant to the

Indonesian and Southeast Asian case.

The search strategy applied in ScienceDirect (Elsevier) used keyword combinations with Boolean operators:

(“academic stress” OR “student stress”) AND (“university student” OR “college student”) AND (“prevalence”

OR “factors” OR “psychological implication”). With publication years 2010–2025 as the following criteria,

English language, is a research article, and available in full-text. For Google Scholar searches through Publish

or Perish, the terms Title Words (“academic stress” OR “student stress”) and Keywords (“university” OR

“college” OR “prevalence” OR “factors”) were used, with the same publication year range (2010–2025).

The search results were imported into Mendeley Reference Manager for the deduplication and screening

processes. The study selection procedure followed the four steps outlined in the PRISMA 2020 guidelines, that

are identification, screening, eligibility, and inclusion. Articles that were not relevant to the topic of academic

stress among students and that did not meet the inclusion and exclusion criteria were gradually eliminated.

The inclusion and exclusion criteria were applied into the literature search process. The inclusion criteria that

applied to the article were: (1) published between 2010–2025; (2) study population including higher education

students; (3) the main topic discussing academic stress and reporting or examining one or more aspects of

prevalence, causing factors, or psychological implications; (4) studies with quantitative method or

mixedmethods designs; (5) written in English or Indonesian; (6) available in full-text; and (7) published in

Scopus or SINTA journals. The exclusion criteria were: (1) articles with non-student populations; (2) articles that

related to the concept but without measured data; (3) studies about psychological intervention; (4) articles

without fulltext access; and (5) articles published before 2010. From the study selection process, 58 articles were

considered eligible for further analysis from an initial total of 1,498 articles.

Each article was also evaluated through a quality control using the Joanna Briggs Institute (JBI) Critical

Appraisal Checklist for Analytical Cross-Sectional Studies (JBI, 2020). The contol assigned with range score of

0 to 8 and later divided into three types of studies. Those are the High Quality (7–8), Moderate Quality (4–6),

and Low Quality studies (0–3). The results indicated that 89.7% (52 studies) were sorted as High Quality, 10.4%

studies as Moderate Quality (6 studies), while none were sorted as Low Quality. This selection process is

presented in the PRISMA flow diagram (Figure. 1).

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The data extraction process was conducted systematically after the article selection stage was completed. The

extracted data were then analyzed using a thematic analysis approach based on the core dimensions of academic

stress to address the research questions. To ensure transparency, credibility, and scientific replicability, all stages

of the study were conducted in accordance with the principles of PRISMA 2020. The resulting synthesis is

expected to be valid, comprehensive, and representative of global trends in academic stress among university

students, as the review was conducted using a systematic approach, rigorous literature selection, and

complemented by a quality appraisal based on JBI standards.

Figure 1. PRISMA flow diagram

RESULTS

General Characteristics of the Studies

After applying the inclusion and exclusion criteria, a total of 58 articles published between 2011 and 2025 were

selected for this systematic review. There is an increase in publications developed after 2020, indicating the

increasing of global attention toward academic stress among students, after the COVID-19 pandemic.

The majority of the studies were conducted in the continental of Asia which contributed 50% of total 58 articles

(n = 29). This number covering the researches in Indonesia, China, India, Philippines, Pakistan, Iran, Nepal,

Malaysia, and Saudi Arabia. Europe continent contributed 15,5% of 58 articles (n = 9), including researches

conducted around Spain, France, Italy, Netherland, UK, Lithuania, Croatia, Sweden, and Romania. The Americas

contributed 22,4% (n = 13), including studies from the US, Colombia, Bolivia, Canada, and Mexico. Africa

Records identified from*:

Databases (n = 1,498)

ScienceDirect (549), Google

Scholar via Publish or Perish

(949)

Records removed

before

screening:

Duplicate records removed (n =

378)

Removed in Mendeley (not re-

imported)

Records screened

(n = 1,111)

Records excluded**

(n = 817)

Title/abstract not relevant to

academic stress

Reports sought for retrieval

(n = 294)

Reports not retrieved

(n = 131)

Full text not accessible

Reports assessed for eligibility

(n = 163)

Full text available

Reports excluded:

Not indexed in Scopus/Sinta (n

= 74)

Did not meet inclusion/

exclusion criteria (n = 31)

Did not meet JBI quality criteria

(n = 0)

Studies included in review

(n = 58)

Reports of included studies

(n = 58)

Identification of studies via databases and registers

Identification

Screening

Include

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contributed for 8.6% (n = 5), including research from Ghana, Egypt, Nigeria, and Sudan. Oceania contributed

1.7% (n = 1), represented by a study conducted in New Zealand. An additional 1.7% (n = 1) study was conducted

across India and the United States, making it difficult to sort strictly into Asia or the Americas (thus, for the

prevalence synthesis, this study was sorted under the Americas). The studies analyzed clearly originated from a

wide range of countries and continents. This geographical distribution elaborates that academic stress is a cross-

cultural phenomenon experienced by students across diverse educational systems worldwide.

A total of 30,249 students from various academic disciplines were included across the 58 studies reviewed. The

sample amount also varied widely, ranging from 54 respondents in New Zealand to 3,138 respondents in Sweden.

The majority of participants were full-time undergraduate students.

All 58 articles used a quantitative research method; none of the studies used qualitative or mixed-methods

designs. The most common research design was cross-sectional, using correlational and comparative models to

examine the relationships between academic stress and various psychological, social, and academic variables.

Table 1 presents the authors and publication year, country and sample size, and the key findings relevant to the

research questions. This table provides a comprehensive overview of the extracted data, which serves as the basis

for the thematic analysis presented in the subsequent section.

Table 1. Characteristics of the Reviewed Studies

Authors & Year

Country &

Sample

Main Findings (RQ Relevant)

Rianti, Kholidin,

& Yandri, (2024)

Indonesia

(109)

There is a relationship between academic stress, anxiety, and the

emergence of sleep deprived amongst students. When the academic

stress and anxiety are higher, the more likely students are to experience

sleeping issues. Academic stress levels were classified as four groups:

very low (33.94%), low (19.26%), moderate (23.85%), high (21.10%),

and very high (1.83%).

Pozos-Radillo et

al., (2014)

Mexico

(527)

IEA-related situations involving class interventions, mandatory

assignments, and examinations were found to predict high levels of

chronic stress. A total of 35.3% of students experienced high chronic

academic stress, 44.8% moderate, and 19.9% low. The main

contributing factors are extreme academic workload, group tasks,

competition amongst students, minimum technological resources, lack

of guidance, and inadequate time management.

Liu et al., (2023)

China

(700)

Higher levels of academic stress were also linked with increased

depressive symptoms. Academic stress was shown to enlarge negative

affect, such as sadness, anxiety, and emotional anger. This also reduce

sleep quality, which subsequently contributed to depression. The

average stage of academic stress was moderate, showing M = 2.91, SD

= 0.97. This is indicating that students experienced mild to moderate

academic stress on average.

Yan (2025)

China

(704)

An increase in academic stress was associated with decreased learning

motivation and a rise in excessive screen device use. Although

prevalence rates were not explicitly reported, the stress level can be

interpreted as being within the moderate range based on the scale used.

The primary sources of academic stress included academic

expectations, academic self-concept, perceived workload, and exam-

related perceptions.

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Charan,

Chongjin, &

Soomro, (2025)

Pakistan

(376)

Academic stress was found to increase cognitive behaviors (such as

study effort and academic awareness) while reducing academic

emotions, community or social engagement, and prosocial behaviors.

The levels of academic stress and anxiety were in the moderate range

(M = 3.45).

Slimmen et al.,

(2025)

Netherland

(1.374)

The higher the level of academic stress, the lower the students’ mental

well-being. Several studies have reported that academic stress levels

fall within the high category. Factors contributing to academic stress

include pressure to gain achievements, perceptions of workload,

academic self-perception, and limited time.

Mejía-Rubalcava

et al., (2012)

Mexico

(73)

Students experiencing moderate to high levels of academic stress are at

a greater risk of developing dental caries. One study reported that

69.9% of students were in the moderate to high academic stress

category. The sources of academic stress include the demands of

clinical practice, frequent examinations, heavy workload, insufficient

rest time, and various other factors.

Benítez-Agudelo,

Restrepo, &

Clemente-Suárez,

(2025)

Columbia

(601)

Female students maintain strong academic performance despite

experiencing higher levels of stress. In total, 31% of students reported

significant stress levels.

Kadivar et al.,

(2011)

Iran (300)

There is a significant positive relationship between learning goal

orientation, learning strategies (both cognitive and metacognitive), and

academic stress. The average academic stress score among students

was 59.45 (SD = 5.61), indicating moderate to high levels. Academic

stress was caused by high expectations to achieve, performance-based

goal orientation, classroom competition, and the limited use of

effective learning strategies

Alduraywish et

al., (2023)

Saudi

Arabia

(297)

Poor eating habits and an increase in constipation symptoms were

found to rise significantly as academic stress increased. During

examinations, stress levels were reported as low (2%), moderate (72%),

and high (26%).

Kamila, &

Ramadhani,

(2024)

Indonesia

(83)

Academic stress has also been shown to have a significant effect on

students’ subjective well-being. The higher the academic stress, the

lower the subjective well-being. High levels of academic stress were

reported.

Putra, & Ardi,

(2023)

Indonesia

(720)

Life satisfaction and happiness were found to be negatively and

significantly correlated with academic stress among first-year students.

Happiness emerged as a key determinant of academic stress. Students

experienced high academic stress at 39.2%, moderate at 46%, and low

at 14.8%.

Santoso, &

Prapunoto,

(2024)

Indonesia

(147)

High self-management among students was associated with lower

academic stress, and vice versa. Academic stress levels were classified

in five gropus: moderate (47%), high (30%), low (14%), very high

(8%), and very low (1%).

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Rohmah et al.,

(2025)

Indonesia

(91)

Students with higher academic stress more likely to engage more

frequently in cyberloafing, such as accessing social media,

entertainment videos, online shopping, and similar activities.

Blanco et al.,

(2025)

Spain

(1.505)

Academic stress, evaluation anxiety, and resilience were significant

predictors of students’ intention to drop out of university. The higher

the academic stress, the greater the intention to leave university.

Academic stress levels were reported as 30% moderate and 30% high.

Chandra (2020)

India (94)

Male and female students show different in fear of academic failure,

perceptions of the home environment, and online learning. The mean

score was 58.2 (SD = 6.88), indicating moderate to high stages of

academic stress.

Putri, Yandri, &

Harmalis, (2024)

Indonesia

(304)

Both academic stress and nomophobia played an important role in

driving excessive online gaming behavior among students. Academic

stress was reported to be high in 94.41% of students and moderate in

5.59%.

Prayitno, &

Andayani, (2023)

Indonesia

(230)

Students who received peer social support experienced lower levels of

academic stress during online learning.

Dewani,

Arneliwati, &

Agrina. (2024)

Indonesia

(150)

Moderate academic stress was considered one of the triggers for

gastritis symptoms among students. Academic stress levels were

reported as moderate (50.0%), very low (8.0%), low (18.7%), high

(17.3%), and very high (6.0%).

Nugroho, &

Soetjiningsih,

(2023)

Indonesia

(100)

Another study reported 62% moderate academic stress, 30% low, and

8% high. Academic stress was caused by academic expectations from

instructors and parents, workload, academic perceptions, and

selfefficacy.

Nuriyyatiningrum

et al., (2023)

Indonesia

(400)

State anxiety and academic stress affected students’ quality of life

through different mechanisms. Academic stress tended to reduce

perceived quality of life.

Malinauskas, &

Saulius, (2022)

Lithuania

(188)

The mean academic stress level in the first phase was (M = 3.66) and

in the second phase (M = 3.52). Academic stress remained high despite

there is a slight decline.

Al Rasheed et al.,

(2017)

Saudi

Arabia

(386)

Students experienced in a few clalow academic stress at 18.7%,

moderate at 64%, and high at 17.4%, leading to undesirable outcomes

related to health, emotional well-being, and academic performance.

Academic stress was attributed to exams, course load, assignment load,

cumulative GPA, career and future concerns, and limited free time.

Liao, & Wei,

(2014)

US (370)

Academic stress was negatively associated with positive affect,

reducing students’ emotional well-being. Causes of academic stress

included academic demands, difficulty in academic expression (e.g.,

writing and discussing), and low English proficiency.

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Acharya Pandey,

& Chalise, (2015)

Nepal (190)

A total of 78% of students had low self-esteem, and 74% experienced

high academic stress. Academic stress can lead to psychological

disorders, physical complaints, behavioral problems, and a decline in

academic performance. Contributing factors included younger age,

lower educational level, limited family support, and restricted financial

support.

Bedewy, &

Gabriel, (2015)

Egypt (100)

Academic stress is caused by pressure to achieve, academic workload

and examinations, academic self-perception, and limited time.

Caso et al., (2020)

Italy dan

France

(748)

Academic stress increases unhealthy food consumption among Italian

students but reduces junk food consumption among French students.

It increases the intake of sweet, fatty, and snack-type foods

(unhealthy foods). Academic stress was reported to be above average

(high).

Yang et al., (2022)

China (900)

Academic stress negatively affects mental health.

Bohman et al.,

(2024)

Sweden

(3.138)

Academic stress also has a negative impact on students’ life

satisfaction. It increased sharply during the first year of the pandemic.

A lack of academic and social integration was causing academic stress,

as well as the sudden system change to online learning.

Ali et al., (2015)

Pakistan

(387)

Academic stress can lead students to do academic misconduct,

substance misuse, and even suicidal ideation or attempts. In GPAbased

systems, 77% experienced above-average stress, whereas 57% did in

pass/fail systems.

Tibus, &

Ledesma, (2021)

Philippines

(250)

Academic stress causes serious psychosocial and mental health

consequences. It is caused by personal stress, the campus environment,

performance-related stress (workload/pressure), and poor time

management.

Fakapulia,

Samalia, &

Wibowo, (2023)

New

Zealand

(54)

Academic stress affects students’ studies. Significant stress levels were

reported among male students. The stress was attributed to family and

cultural expectations, excessive religious involvement, lack of social

support, and social anxiety as a minority.

Karaman, &

Watson, (2017)

US (307)

Locus of control, academic stress, and life satisfaction altogether

explained the variance in achievement motivation about 18%. The

average academic stress score was 151.00 (SD = 27.33). This later

indicating a relatively high level of stress.

Yang et al., (2025)

China

(1124)

Higher academic stress is associated with greater job anxiety. The mean

score of 85.96 (SD = 13.51) and this value indicates relatively high

stress stage.

Ghose et al.,

(2025)

India and

US (258)

Indian students reported 18.57% self-related memories that linked with

academic stress. In the other hand, American students reported

only 3.42%. Both groups reported moderate stages of academic stress.

Academic stress was mostly caused by family pressure, expectations,

and cultural norms.

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Gil et al., (2023)

Columbia

(403)

Academic stress increases symptoms of anxiety and depression among

students. The mean score of this study is 59.73 (SD = 15.66).

This value falls within the moderate to high category.

Gong (2020)

China (313)

The outcomes also show that university students experience high stages

of academic stress in the context of the internet period, with stress

stages ranging from moderate to high. Implications include physical

and mental health problems such as anxiety, depression, insomnia, and

even suicide risk, as well as reduced learning efficiency. Academic

rivalry, educational prospects, tasks workload, family expectations,

academic performance, the learning atmosphere, and learning

conditions are the reasons for academic stress to happen.

Fridkin et al.,

(2023)

England

(177)

Academic stress peaked in the second semester (M = 3.10). The

pressure later decreasing again in the third semester (M = 2.80). Mean

levels ranged from 2.80 to 3.10 (SD ≈ 0.6). This indicating moderate to

high stress.

Cobzeanu,

Opariuc-Dan, &

Vrabie, (2025)

Rumania

(301)

High levels of academic stress are associated with increased academic

learning. The mean academic stress score of 39.52 (SD = 6.35) and

indicates moderate to high stress stages.

Berdida, &

Grande, (2022)

Philippines

(611)

The higher the academic stress, the lower the quality of life. The mean

academic stress score of 2.03 (SD = 0.51) indicates a moderate level of

stress.

Dewi et al., (2022)

Indonesia

(487)

Two percent of students experienced very high academic stress, 28%

high, 49% moderate, 16% low, and 4% very low. The stress was

primarily driven by family expectations and teacher expectations.

Kennett,

QuinnNilas, &

Carty,

(2021)

Canada

(586)

Academic stress put impact in reduced students’ resilience, university

adjustment, and physical health. The mean academic stress score was

97.23 (SD = 16.54). Thus, moderate to high stress stages indicated.

Knežević, &

Polak, (2024)

Croatia

(704)

Flexible schedules, minimum procrastination, satisfaction with tasks

and group work, and greater motivation were found to be important

factors linked to academic stress. The average score of 61.4 (SD =

10.94) and indicates a moderate stress level.

Magnavita, &

Chiorri, (2018)

Italy (633)

Students showed significantly higher job-strain scores (M = 1.01 ±

0.28) compared to healthcare professionals (M = 0.90 ± 0.21), showing

relatively high stages of academic and clinical stress.

Gasser et al.,

(2025)

Bolivia

(1.972)

Academic stress had an important impact on students’ mental health.

High stress stages were reported by 44.6% of students particularly

during the pandemic, largely due to self-imposed pressure, group tasks,

and time management difficulties.

Nonterah et al.,

(2015)

Ghana

(431)

Increased symptoms of depression and anxiety were linked to higher

stages of academic stress. The average stress score was 15.14 (SD =

4.89), indicating moderate to high stress.

Ekpenyong et al.,

(2011)

Nigeria

(393)

Female students facing academic stress were twice as likely to report

menstrual problems compared to those without stress.

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Oginyi et al.,

(2018)

Nigeria

(2.500)

Academic stress strongly predicted suicidal wills amongst university

students. The mean score was 38.41 (SD = 4.12), indicating a relatively

high stress level.

Yousif, Arbab, &

Yousef, (2022)

Sudan

(251)

Most students, about 92%, reported facing academic stress, with an

average score of 24.99 ± 5.16. This classified in three groups, which

are low stress (4.3%), moderate stress (73.2%), and high stress (22.5%).

Reported stress was attributed to difficulty recalling material, excessive

worry about exams, lack of instructor attention, teaching style, and low

self-confidence.

Alsulami et al.,

(2018)

Saudi

Arabia

(290)

Students in the HSPP program reported high levels of perceived

academic stress (8.37 ± 4.64), caused by heavy academic workload,

language barriers, and competitive pressure.

Karaman et al.,

(2019)

US (307)

Life satisfaction, locus of control, and gender were significant

predictors of academic stress. With M = 150.74 (SD = 27.27), the

average level of academic stress among students fell within the

moderate to high range.

Romo-Nava et

al., (2016)

Mexico

(1.068)

Academic stress increased depressive symptoms, especially when

combined with an evening chronotype.

Guízar Sánchez et

al., (2023)

Mexico

(210)

All students reported experiencing academic stress (100%), with 64%

experiencing moderate to severe stress.

O’Neill, Slater, &

Batt, (2019)

US (90)

Students who practiced daily self-care had lower academic stress levels

(M = 2.04) compared to those who did not (M = 2.70). The mean

academic stress score of 2.52 (SD = 0.74). This indicated a moderate

stress level. The feeling of overwhelmed by the amount of material to

master and not having enough time to understand lessons lead to

academic stress.

Poon, Lee, & Ong,

(2012)

Malaysia

(480)

The mean stress scores fell within the moderate range (µ ≈ 2.69–3.37

on a 1–5 scale). Stress was caused by conflict like competition or

difficulties; and pressure like assignments, exams, and finances.

Sujadi (2022)

Indonesia

(191)

Academic stress led students to experience serious academic problems.

The average academic stress level was in the moderate category.

Sources of stress included course completion, financial issues, family

demands, concerns about career after graduation, academic services,

and thesis completion.

Su, & Wong,

(2025)

China (439)

Students experiencing high academic stress were more likely to use

smartphones excessively.

Watson, &

Watson, (2016)

US (125)

The mean academic stress score of 110.59 (SD = 18.89) indicated

moderate to high levels of stress.

Prevalence of Academic Stress

Each study sorted the level of academic stress into three categories: low, moderate, and high. This classification

followed the initial explanations provided by the authors and the mean scores reported in the studies. If a study

already identified a single category such as low, moderate, or high, that classification was adopted directly. When

a study reported two adjacent categories, such as mild to moderate, the higher category (moderate) was used.

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The similar things applied if the category moderate to high was reported, it was classified as high. This approach

was also applied to equivalent terms such as fairly high, considerably high, or relatively high, which were treated

as indicators of high stress.

For studies that did not report groups of levels but instead provided mean stress scores, the classification was

established based on the scoring range of the instrument that used. For example, if a study used a 1–5 scale, thus

the scores of 1.00–2.00 were considered as low, 2.01–3.40 as moderate, and 3.41–5.00 as high. Some other

studies that have a 0–100 scale, thus the scores were considered low if the result shows ≤40, 41–58 as moderate,

and ≥59 as high. On the other studies that using a 30–150 scale, scores of 30–70 were considered as low, 71–95

as moderate, and ≥96 as high. When the mean score showed on the upper threshold of a group (for example, 3.4

on a 1–5 scale), the study was considered as high, as the value exceeded the upper limit of the moderate group.

The prevalence classifications were systematically documented during data extraction and grouped according to

continental regions, as presented in Table 2. This systematic documentation ensured transparency, replicability,

and validity in synthesizing academic stress levels across studies and diverse cultural contexts.

Table 2. Academic Stress Prevalence Based on Regions (n = 58)

Region

Study Numbers (n)

Low Stress

Moderate Stress

High Stress

Not Reported

Asia

1 (3,5%)

14 (48,3%)

9 (31%)

5 (17,2%)

Europe

1 (11,1%)

8 (88,9%)

America

4 (28,6%)

8 (57,1%)

2 (14,3%)

Africa

1 (10%)

2 (40%)

Oceania

1 (50%)

Total

1 (1,7%)

20 (34,5%)

27 (46,6%)

10 (17,2%)

Based on Table 2, the synthesis result shows that 46.6% studies reported that students faced high levels of

academic stress, while 34.5% reported moderate levels, and only 1.7% reported low levels. A total of 17.2% of

studies did not explicitly report stress classifications. Geographically, the data indicate that Europe and the

Americas show the highest proportion of studies reporting high stress levels where in Europe shows 88.9% and

the Americas shows around 57.1%, whereas Asia and Africa predominantly show within the range of moderate

to high. Overall, this pattern demonstrates that academic stress worldwide tends to be around the moderate to

high range across regions.

These outputs confirm that academic stress is a worldwide phenomenon, with most students facing stress at

moderate to high stages. This suggests that academic stress is not solely driven by individual pressures or

studentrelated factors but is also shaped by broader educational systems and campus learning environments that

require substantial adaptation. The variation in stress levels across world regions further reflects the influence of

personal, institutional, and social factors on students’ stress experiences. Therefore, the following subsection will

focus on identifying the key factors contributing to academic stress among students.

Factors Contributing to Academic Stress

Of the 58 studies analyzed, 22 explicitly reported the primary causes of academic stress in their results,

discussions, or conclusions. The data indicate that academic stress among university students is influenced by

multiple factors. Based on thematic coding, these contributing factors can be categorized into four major themes:

(1) academic factors, (2) psychological factors, (3) social–interpersonal factors, and (4) environmental–

contextual factors. This categorization shows that cross-national findings consistently position academic pressure

and individual characteristics as the main sources of stress among the students.

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Table 3. Factors Causing Academic Stress Based on Themes and Subthemes (22 Studies)

Primary Topics

Specific Subthemes & Study Frequencies (n)

Academic Factors

Excessive academic demands/workload (course load, exams, practicum, group tasks,

final projects, learning outcomes, GPA) (15), time management/limited time (8),

academic competition (5), learning conditions (4), performance pressure (3), and

insufficient guidance (2).

Psychological

Factors

Academic self-concept/perception (6), personal stress (self-pressure/fear/anxiety) (4),

low self-confidence/self-efficacy (2), career/future concerns (2), and personal

vulnerability (younger age & lower education) (1).

Social Interpersonal

Factors

Family expectations (6), teacher expectations (3), low social support, cultural pressure

(2), and excessive religious involvement (1).

Environmental dan

Contextual Factors

Communication/language barriers (3), financial difficulties (3), limited technological

resources (1), sudden transition to online learning (1), inadequate academic services (1),

and campus environment factors (1).

The table shows that the causes of academic stress among students have been grouped into four main themes:

academic factors, psychological factors, social–interpersonal factors, and environmental–contextual factors.

These four themes interact with each other, creating a complex and multidimensional experience of academic

stress, reflecting the interconnection between academic demands, personal conditions, social support, and the

learning environment encountered by students worldwide.

Most studies reported that the most dominant contributing factor is academic in nature. This burden primarily

stems from excessive academic workload and demands, such as the number of courses, examinations, practical

assignments, group projects, final assignments, academic performance, and GPA (n = 15). Inadequate time

management or limited time, including insufficient rest, was also identified as a source of academic stress (n =

8). Academic competition and performance expectations (n = 5 and n = 3, respectively) further intensified student

pressure. Some studies also highlighted a lack of academic guidance (n = 2) and unfavorable learning conditions

(n = 4) as additional stressors, especially when students feel they are not receiving adequate teaching or support

from lecturers or higher education institutions.

Academic stress is also significantly influenced by psychological factors. Six studies identified negative

academic self-concept or perception as a main reason of stress (n = 6), combined with the low self-efficacy and

confidence (n = 2). Students with low confidence in their academic abilities are more to experience higher stress.

Additionally, personal stress (n = 4), such as self-imposed pressure, fear of failure, and more concern over

performance, also resulting academic stress. Some studies reported concerns about career and future prospects

(n = 2), and one study highlighted personal vulnerabilities, such as younger age or limited prior education, as

factors that further intensified academic stress.

The third contributing factor is social and interpersonal. This includes family expectations and pressure,

particularly from parents (n = 6), high lecturer expectations (n = 3), and low social support (n = 2). Some studies

also reported that excessive religious involvement (n = 1) and cultural pressures (n = 2) contributed to academic

stress. These findings indicate that academic stress is not solely the result of cognitive workload but is also

shaped by social pressures within the student’s environment.

Another factor that causes academic stress is from student's environment and contextual. Studies reported that

environmental-contextual condition happened mostly during the COVID-19 pandemic, includes narrow

technological resources (n = 1) and the sudden system change to online learning (n = 1). Communication and

language barriers (n = 3), financial issues (n = 3), and poor academic services (n = 1) also contributed to higher

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academic stress. Moreover, an low-support or non-conducive campus environment (n = 1) was identified as a

factor that increasing the stress.

Overall, these outcomes indicate that academic stress among students is a multifactorial phenomenon. While

academic and psychological factors are the strongest direct causes, social and environmental factors play a

contextual role, either amplifying or mitigating the experience of academic stress.

Psychological Implications

Out of the 58 studies, 34 explicitly reported the consequences of academic stress. Analysis revealed that academic

pressure affects not only students’ emotional well-being but also their cognitive, behavioral, social, welfare, and

physiological aspects. To present the synthesis systematically, data from these 34 studies were categorized into

five main themes: psychological impact, cognitive–motivational impact, social–behavioral impact, well-being

impact, and physiological impact, with specific subthemes detailed in Table 4.

Table 4. Psychological Implications Based on Themes and Subthemes (34 Studies)

Primary Topics

Specific Subthemes & Study Frequency (n)

Psychological Impacts

Decline in mental health & well-being (8), Depression (5), Anxiety (5),

Suicide risk (3), Emotional distress (1), Burnout (1)

Cognitive and Motivational

Impacts

Decreased academic performance (3), Reduced learning motivation (1),

Intention to drop out (1), Lower resilience and university adaptation (1),

Severe academic problems (1)

Social Behavioral Impacts

Excessive gadget use (nomophobia, gaming, cyberloafing) (4),

Maladaptive behaviors (academic misconduct, substance use, risk of

emotional or sexual violence) (3), Low social engagement & reduced

prosocial emotions (3), Unhealthy eating behaviors (2), Psychosocial

impacts (1)

Welfare Impacts

Reduced quality of life (2), Decline in emotional well-being (1)

Physiological Impacts

Health problems/physical complaints (4), Psychosomatic disorders

(gastritis, dental caries, menstrual issues, constipation) (4), Sleep

disturbances (3)

The results presented in Table 4 emphasize that academic stress does not only trigger temporary mental issues

but also leads to complex consequences encompassing psychological, cognitive–motivational, social–

behavioral, well-being, and physiological aspects.

First, the psychological impact is the most prominent, reported in the majority of studies. Academic stress has

been shown to reduce students’ mental health and well-being, trigger and worsen the symptoms of depression,

anxiety, emotional distress, burnout, and even suicidal willing. Several studies (Liu et al., 2023; Gil et al., 2023)

reported that academic stress increases negative affect, such as sadness, anxiety, anger, sleep deprived, and

enhance depressive symptoms. In extreme cases, uncontrolled academic stress can increase the risk of suicide

(Ali et al., 2015; Oginyi et al., 2018; Gong, 2020). Studies also highlighted burnout and emotional exhaustion

experienced by students (Guízar Sánchez et al., 2023), especially in post-pandemic situations requiring sudden

system change to online learning. Overall, these findings indicate that academic stress is a strong predictor of

various psychological disturbances that can hinder students’ mental well-being.

Second, reduced academic performance, decreased study motivation, intentions to drop out, lower resilience and

adaptation to college life, also numbers of serious academic problems are few examples which included in the

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cognitive and motivational impacts. Several studies that conducted separatedly by Yan (2025), Charan et al.

(2025), and Kennett et al. (2021) confirmed that high levels of academic stress reduce motivation, resilience, and

adaptation, while also giving negative effects on physical health. Studies by Blanco et al. (2025) and Sujadi

(2022) also found that academic stress is often associated with serious academic issues and dropout intentions.

In general, these conclusions show that academic stress not only impairs rational thinking but also diminishes

motivational drive essential for academic success.

Third, the social behavioral impacts include excessive gadget use such as nomophobia, gaming, and

cyberloafing; maladaptive behaviors such as academic misconduct, substance abuse, and risk of emotional or

sexual violence; low social engagement and reduced prosocial behaviors, unhealthy eating habits, and

psychosocial consequences. Several studies conducted by Rohmah et al. (2025), Putri et al., (2024), and Su &

Wong (2025) all indicated that students experiencing high academic stress are more likely to engage in excessive

gadget use as a psychological escape from academic pressure.

Additionally, academic stress triggers other risky behaviors such as academic misconduct, substance misuse, and

self-medication (Ali et al., 2015), reflecting students’ attempts to achieve instant relief but with long-term health

risks. Socially, stress reduces engagement and increases isolation, along with a decline in prosocial behaviors

(Charan et al., 2025). Overall, these findings suggest that academic stress can hinder students’ social development

and reduce their ability to form healthy interpersonal relationships, highlighting that the negative impact of stress

extends beyond individuals to the social dynamics within the university and broader community.

Fourth, impacts on well-being include reduced quality of life and diminished emotional well-being. Studies show

that academic stress negatively affects students’ subjective well-being and life satisfaction (Kamila &

Ramadhani, 2024; Nuriyyatiningrum et al., 2023; Bohman et al., 2024). This finding is important because

psychological well-being is a key indicator of students’ mental health and a foundation for optimal academic

performance.

Fifth aspect is about physiological impacts. It shows that that academic stress also leads to biological

consequences. Separated studies done by Rianti et al. (2024), Liu et al. (2023), and Gong (2020) show that higher

levels of academic stress increase the likelihood of sleep deprived. Academic stress has also been associated with

various psychosomatic disorders, including gastritis, dental caries, menstrual irregularities in female students,

and constipation (Dewani et al., 2024; Mejía-Rubalcava et al., 2012; Ekpenyong et al., 2011). These studies

demosntrates that academic stress can be considered a risk factor for students’ physical health, not merely a

psychological phenomenon.

The combination of psychological, cognitive, social, well-being, and physiological effects demonstrates that

academic stress is a complex response involving interactions between external pressures, individual resources,

and the social environment context.

Trends in Changes in Academic Stress 2010–2025 (RQ4)

Table 5. Trends in Changes in University Students’ Academic Stress Levels (2010–2025)

Period

Studi Numbers (n)

Low Stress

Moderate Stress

High Stress

Not Reported

2010-2014

2 (20%)

5 (50%)

3 (30%)

2015-2020

2 (15,38%)

10 (76,92%)

1 (11%)

2021-2025

1 (2,86)

16 (45,71%)

12 (34,29%)

6 (17,14%)

Total

1 (1,7%)

20 (34,5%)

27 (46,6%)

10 (17,2%)

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Based on the analysis of studies published between 2010 and 2025, a total of 48 studies reported levels of

academic stress among university students out of the 58 articles included in this SLR. The data show that the

level of academic stress fluctuated across periods, but overall remained within the moderate to high category.

According to the findings from the 2010–2014, it is clear that academic stress had already become an issue

requiring attention among students. Surely a total of 50% of the studies reported high levels of academic stress,

20% reported moderate levels, and 30% did not provide any classification of stress levels.

In the 2015–2020 period, academic pressure appeared to increased in intensity. As many as 76.9% of studies

reported high academic stress, showing a marked increase compared to the previous period. Meanwhile, 15.3%

of studies reported moderate stress, which represents a decline from the earlier period.

In range of 2021–2025 period, data show a shift in the trend. The proportion of studies reporting high academic

stress dropped to 34.3%, compared with the two previous periods (2010–2014 and 2015–2020). In contrast,

studies reporting moderate stress increased to 45.7%. These findings demonstrate a shift from high to moderate

stress levels, along with a minimum increase in low stress (2.86%). The decline in high stress stages in the

postpandemic period may be associated with higher awareness of mental health, improved adaptation to online

learning systems, and increased institutional efforts to provide psychological and social support for students.

Nevertheless, academic stress generally remains in the moderate category for the majority of students.

Overall, the synthesis indicates that academic stress continues to be a significant issue in higher education

worldwide, with patterns that shift according to social developments and learning contexts. Although there has

been a slight decrease in students’ academic stress during 2021–2025, academic stress remains predominantly in

the moderate to high range, which is reaching 80% in 2021–2025 and 81.1% across the entire 2010–2025 period.

DISCUSSION

This systematic review states that the majority of students across broad regions and countries faces academic

stress at moderate to high stages. The main sources of pressure have arisen from academic pressure and

psychological strain. This aligns with the results of a systematic review and meta-analysis conducted by Bezie

et al. (2025), which reported a high prevalence of stress among students. Academic demands is not merely a

personal issue happened individually by students but also a systemic concern linked to the culture of modern

higher education, as evidenced consistently across different countries. Therefore, these results conclude that

academic stress is a worldwide phenomenon that has increased significantly over the past fifteen years (2010–

2025).

The Transactional Model of Stress (Lazarus & Folkman, 1984), the Model of Coping Modes (Krohne, 2002),

and the Academic Stress Model (Bedewy & Gabriel, 2015) serve as the three main theoretical frameworks used

to explain the findings of this SLR.

First, the Transactional Model of Stress and Coping explains that differences in individual stress levels are shaped

by two key processes that mediate the interaction between a person and their environment: appraisal and coping.

Appraisal refers to the evaluative process that determines why and to what extent a series of person– environment

transactions are perceived as stressful (Lazarus & Folkman, 1984).

Students experience academic stress when they perceive pressures or threats that exceed their coping capacity in

dealing with assignments, examinations, and instructors’ expectations within their academic environment. The

results of this SLR (RQ1 and RQ2) show that excessive academic demands, time management challenges such

as limited time, academic competition, and self-efficacy are dominant factors contributing to high academic

stress. As stated by Córdova Olivera (2023), self-imposed demands and perceived self-efficacy are key factors

that lead to elevated levels of academic stress. Conversely, students who employ effective coping strategies such

as having a study plan, strong social support, and high self-efficacy more likely to report lower levels of academic

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stress. This reinforces the idea that academic stress results from the interaction between external pressures and

students’ internal perceptions.

Second, the Model of Coping Modes (MCM) distinguishes two main strategies individuals use when facing

stress: vigilance such as characterized by monitoring, seeking stress-relevant information, and problem-solving

among individuals with high alertness; and avoidance such as protecting oneself from stimulation through

disengagement, such as diverting attention or denying the source of stress (Krohne, 2002). The results of this

SLR (RQ3) regarding psychological implications clearly show that students who rely on avoidant coping which

evident in behaviours such as social withdrawal or excessive gadget use more likely to experience higher stages

of anxiety, burnout, and academic stress. In contrast, students with a vigilant coping style, which are students

who actively seek solutions and social support, give better adaptability and psychological well-being. Consistent

with this theory, the results confirm that coping orientation serves as an important mediator between academic

pressure and psychological outcomes. In the studies done by Waterhouse & Samra (2024) and Ruiz-Camacho

(2025), there are highlights about the importance of strengthening coping skills to reduce academic stress.

Third, the Academic Stress Model views academic stress among university students as the result of an interaction

between four key aspects: academic expectations, academic workload, academic self-perception, and

environmental conditions (Bedewy & Gabriel, 2015). The overall results of this SLR show that academic stress

is a multifactorial phenomenon, shaped not only by academic and psychological factors, which emerge as the

strongest contributors. In the other hand, academic stress also caused by social and environmental factors that

serve as contextual elements that either enhance or reduce students’ stress levels. The factors identified in this

SLR align well with the components of the Academic Stress Model. This is further supported by the research

done by Iqra (2024), that emphasizes that academic stress is a multifactorial issue arising from various academic

and individual determinants. When integrated, the three theoretical models provide a comprehensive

understanding that academic stress is transactional (based on cognitive appraisal), dynamic (changing across

contexts), and multidimensional (involving academic, psychological, social, and environmental factors).

Table 2 that presented cross-regional analysis shows clear differences in the intensity of academic stress across

global regions. High levels of stress were most often reported in Europe, followed by the Americas, Africa, and

Asia. Meanwhile, Asian countries showed a higher amount proportion of students facing moderate stage of

academic stress. These outcomes are consistent with a study conducted by Fentahun et al. (2025), who reported

that the prevalence of academic stress varies across regions and is shaped by sociocultural contexts.

Even when educational systems in Europe and the Americas are more likely to be flexible and supported by

excellent mental health services, the data show that students in both regions still report high levels of academic

stress. This may be linked with strong performance-oriented cultures, intense academic competition, and high

expectations for personal achievement. Zhang et al. (2025) stated similar patterns are reflected in studies

reporting that competitive pressure and demanding academic environments bring impact to academic burnout.

Thus, academic stress is surely a universal phenomenon, but the sources of pressure and cultural contexts

influence the severity of stress across regions.

In Asia, academic stress is reported in both high and moderate categories, suggesting that stress remains prevalent

across the region. This may be linked to strong social norms, high family expectations, and a pervasive culture

of perfectionism. Students in this region often experience pressure not only from academic systems but also from

cultural values that position academic achievement as an important marker of social status. In Africa, high levels

of academic stress were also reported. Here, stress may be linked to limited educational resources, economic

challenges, and difficulties adapting to modern higher education systems. Overall, academic stress is a cross-

cultural phenomenon, but its intensity and underlying causes are strengthened by performance pressures,

sociocultural expectations, and systemic educational conditions which these patterns surely reflected in the

results of this review.

The outcomes of this SLR carry several important implications. Higher education institutions are recommended

to develop such programs which prevents academic stress that focus on strengthening students’ psychological

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capacities, such as offering coping skills training or stress management workshops. Universities should also

promote a healthier academic culture by reducing extreme workloads while maintaining academic quality, and

by upscaling social support among students, lecturers, and academic staff. Where possible, it is also essential to

merge mental health guidelines into the higher education curriculum. The implementation may be, for instance,

by having lectures about emotional regulation, self-efficacy, and adaptive coping strategies as part of academic

learning.

For researchers and scholars, this SLR discovers new directions for future studies, particularly the need to

conduct quantitative meta-analyses to estimate prevalence rates all over the world and identify risk factors of

academic stress. Additionally, mixed-method and longitudinal approaches may offer insights that more

comprehensive about how academic stress evolves in the digital era. Based on the present outcomes, further

research is also needed to explore effective interventions and coping strategies that can be applied to reduce

students’ academic stress.

This SLR has several limitations. First, the potential for selection bias remains, as only two major sources

(ScienceDirect and Google Scholar) were used. Second, the trend analysis is largely descriptive because not all

included studies reported numerical prevalence data. Third, the review does not incorporate meta-statistical

analyses. These limitations do not minimize the value of the synthesis but highlight the need for more integrative

methodological approaches in future research.

Future studies are encouraged to apply quantitative meta-analysis and to conduct psychological intervention

research to examine the effectiveness of stress-reduction strategies in higher education settings. As Waterhouse

& Samra (2024) note, developing coping strategies that can be communicated and taught to students is a key

approach to addressing academic stress moving forward.

CONCLUSION

Across the 58 studies analyzed, this review found that academic stress has become a global phenomenon that has

risen sharply over the past fifteen years (2010–2025). Medium to high levels of academic stress were reported

among the majority of university students across countries. This indicates that academic stress has become a

central aspect closely tied to contemporary higher education. The findings of this SLR align with the

Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), the Model of Coping Modes (Krohne,

2002), and the Academic Stress Model (Bedewy & Gabriel, 2015).

Academic pressure and psychological factors emerged as the dominant contributors to academic stress.

Socialinterpersonal factors, particularly family expectations, were found to intensify stress levels, followed by

environmental and contextual factors. Cross-regional comparisons showed variations in the patterns of academic

stress among regions, yet consistently supported the view that academic stress is a universal issue influenced by

culturally and systemically diverse social and environmental conditions.

The psychological implications reported in this review were various and multidimensional. Academic stress was

associated with declines in mental health and well-being, such as poorer psychological health, depression,

anxiety, and suicide risk; cognitive and motivational disruptions, such as reduced academic performance and

motivation; social-behavioral difficulties, including excessive gadget use, maladaptive behaviors, and low social

engagement; well-being impairments as the lower quality of life and emotional well-being; and physiological

problems where physical complaints, insomnia, and psychosomatic symptoms occured. These results discover

that academic stress is not merely an individual psychological issue but also a broader well-being and health

concern within university environment.

Trends from 2010 to 2025 show a significant increase in academic stress, which began to stabilize around 2020–

2025. This indicates the emergence of student adaptation to changes in educational systems, increased awareness

of mental health, and expanded environmental support. However, the fact that most students still fall within the

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moderate to high stress groups emphasizes the need for more extensive and structured prevention, also

intervention strategies in higher education.

Practically, services and facilities related to psychological counseling, literacy programs linked to mental health,

and training for coping skills are significant to integrate into higher education curriculum. Social support from

lecturers and learning environments also plays a huge role in reducing academic stress. Universities must

reconsider and reform campus policies. Future research is encouraged to develop quantitative meta-analyses to

estimate the global impact of academic stress more precisely.

Overall, this review concludes that academic stress among university students is a multidimensional, dynamic,

and transactional phenomenon resulting from the interaction of academic pressures, psychological and

socialinterpersonal factors, and environmental-contextual conditions. Therefore, developing psychological

interventions to reduce academic stress is highly necessary, along with systemic educational improvements and

university policies that prioritize students’ mental well-being.

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