Proposed model of student stress: Academic stressors and coping resources in higher education

Abstract

Student stress has become an increasingly significant concern in higher education institutions, particularly as students navigate multiple academic, financial, and psychosocial demands. Despite extensive research on student mental health, existing studies often examine stress determinants in isolation, with limited theoretical integration of academic stressors and coping resources within a unified framework. This paper develops a conceptual model of student stress by integrating academic workload, financial strain, sleep quality, and social support within the Transactional Model of Stress and Coping. Drawing upon recent empirical and theoretical literature, academic workload and financial strain are positioned as primary external stressors, while sleep quality and social support are conceptualized as key coping resources that may buffer stress responses. By synthesizing these dimensions, the proposed framework offers a more holistic understanding of how external demands and personal resources interact to influence students perceived stress. The model provides theoretical direction for future empirical research and practical guidance for higher education institutions in designing targeted interventions to enhance student well-being.