Academic Stress and Its Key Contributing Factors Among Allied Health Science Students: A Mixed-Methods Investigation

Abstract

Academic stress is a prevalent phenomenon with significant psychological implications among college students. This study explores the multifaceted nature of academic stress by examining key stress domains such as exam anxiety, teacher-student relationships, self-confidence, and academic workload. Using a mixed-methods design with 60 participants, quantitative data were analyzed using descriptive statistics and t-tests, while qualitative themes were generated through thematic analysis of interview data. Results show a predominance of female (75%) and rural (80%) students, with exam anxiety identified as the most significant stressor followed by self-confidence issues and workload. Females and first-year students reported significantly higher stress levels. Qualitative analysis reinforced these findings, highlighting anticipatory stress, syllabus pressure, and self-perception challenges. The study underscores the necessity of targeted mental health interventions, confidence-building programs, and curriculum reforms to mitigate academic stress.