PhD Scientific Days 2026

Mental Health Sciences 3.

Patterns of Student Stress and Mental Well-being in Higher Education

Name of the presenter

Szabó, Andrea

Institute/workplace of the presenter

Semmelweis University Doctoral Division of Mental Health Sciences, Interdisciplinary Social Sciences Program

Authors

Andrea Szabó¹
1: Semmelweis University Doctoral Division of Mental Health Sciences, Interdisciplinary Social Sciences Program

Text of the abstract

Patterns of Student Stress and Mental Well-being in Higher Education

Andrea Szabó

Abstract
Introduction: The mental well-being of university students has received increasing attention in higher education research and policy debates in recent years.
Aims: This study examines patterns of various forms of stress experienced by students and how these relate to mental well-being.
Method: The analysis is based on the Hungarian dataset from the 9th wave of the EUROSTUDENT international survey. After data cleaning and weighting, the analytical sample comprises 8,587 students enrolled in bachelor’s, undivided degree, master’s, and higher vocational programs. We examined the relationship between stress and mental well-being using descriptive statistics, correlation analysis, and linear regression models.
Results: Based on the descriptive results, student stress is not a uniform phenomenon: stressors related to studies are characterized by higher mean values, while other difficulties are associated with lower means and moderate standard deviations. According to the correlation analysis, mental well-being is significantly negatively correlated with all types of stress examined, most strongly with academic stress and stress related to mental health problems. Linear regression models confirm that academic stress has a robust negative effect on mental well-being even when controlling for socio-demographic factors and other stressors. Stress related to mental health problems also remains a significant and strong predictor in the full model, while the effect of existential stress becomes non-significant when specific stressors are included.
Conclusion: The analysis shows that students’ mental well-being is influenced by a combination of various types of stress, among which academic workload and stress related to mental health problems are particularly significant.
Funding: This research did not receive external funding.

Keywords: higher education, student well-being, student stress, academic stress, mental well-being


e-mail: sz.andrea78@gmail.com
University: Semmelweis University Doctoral Division of Mental Health Sciences, Interdisciplinary Social Sciences Program
Supervisors: Fruzsina Albert, Beáta Dávid