Finny Sam Thomas and Siddharth Soni
Amity University Noida, Uttar Pradesh, India
Pages:, 376-384
This study investigated the relationship between academic stress and quality of life
among undergraduate students in Delhi-NCR, India (N = 150). It also examined whether
self-esteem and perceived social support moderate this relationship. The study employed
a correlational design with self-reported measures of academic stress, quality of life,
self-esteem, and perceived social support. Descriptive statistics were used to summarise
the data, and Pearson correlation assessed the relationship between academic stress
and quality of life. Moderation analysis was conducted to explore the potential moderating
effects of self-esteem and perceived social support. A statistically significant, but
weak, negative correlation (-0.175, p = 0.032) was found between academic stress and
quality of life. Self-esteem (3.3129, p < 0.001) and perceived social support (0.94970,
p <0.001) were positively associated with quality of life. Interestingly, neither self-esteem
nor perceived social support moderated the relationship between academic stress and
quality of life. These findings suggest that while academic stress may have a negative
impact on quality of life, the effect is relatively small. Self-esteem and perceived social
support emerged as important factors directly influencing students’ well-being. Future
research should explore the underlying mechanisms by which self-esteem and social
support promote student well-being and investigate the influence of cultural contexts
on these relationships.