Academic Pressure on College Student Mental Health and Resilience

The purpose of this study is to examine the factors that influence academic performance and mental health among college students. Specifically, we will explore whether felt academic pressure is associated with depression, anxiety, and stress. Furthermore, we will examine whether cultural orientation and/or academic resilience buffers these effects. Academic pressure was measured using the 9-item Academic Expectations Stress Inventory (AESI). Mental health outcomes were measured using the Depression, Anxiety, Stress Scale (21-items). Cultural orientation was measured using the Horizontal and Vertical Dimensions of Individualism and Collectivism Scale (HVDIC; 12-items). Academic resilience was measured using the 5-item Academic Buoyancy scale. We hypothesize that academic pressure will be associated with higher depression, anxiety, and stress. In exploratory moderation analysis, we will examine whether cultural orientation and academic pressure moderate these associations. The study population will consist of college students, and the sample will be drawn from the University of the first author. Descriptive and inferential statistics (e.g., correlations, regression models, and moderation analysis) will be used to test these hypotheses. Should these patterns emerge as expected, the findings may help clarify how academic pressure shapes student well-being. Identifying cultural orientations and academic resilience as potential protective factors would offer practical value for universities seeking to design more culturally responsive supports and resilience-building interventions. Ultimately, this work may contribute to a more nuanced understanding of why some students struggle while others adapt successfully, informing both prevention efforts and targeted mental-health programming on college campuses.