The Impact of Academic Pressure on Perceived Mental Well-being among Vietnamese Female Students

Abstract

Background: Academic pressure is a critical factor influencing student mental well-being, yet its structural dimensionality and differential impacts remain under-explored. Guided by the Study Demands-Resources framework, this study examines the multidimensional nature of academic pressure and its associations with mental well-being. Methods: A cross-sectional study was conducted with 591 female undergraduate students who completed self-report measures of academic pressure and mental well-being. Pearson correlation analysis was employed to examine bivariate relationships, followed by multiple linear regression to identify significant predictors of mental well-being (p < .05). Results: A four-factor structure of academic pressure was identified, comprising self-expectation, academic workload, external expectations, and general academic pressure, which accounted for 71.42% of the variance. Although all dimensions were negatively correlated with mental well-being, the observed effects were modest. Regression analysis demonstrated that only self-expectation pressure was significantly associated with mental well-being, with the final model explaining 5.4% of the variance. However, the observed effects were modest, indicating limited explanatory power. Conclusion: Academic pressure is a multidimensional construct comprising distinct psychological components. Selfimposed academic demands appear central to student mental well-being, supporting the Study Demands–Resources framework and highlighting the importance of targeting internalized academic stress in psychological interventions