Can Students Outrun Stress? Exploring the Interplay of Resources, Choices, and Demands to Achieve Quality Education

Abstract

The main objective of the study is to evaluate the impact of individual predictors on students' stress and their academic, demands, non-academic demands, and the resources that are available to them, including emotional intelligence, personal resilience, academic workload, and family expectations. Furthermore, the aim is to comprehend the intricate dynamics of stress in the educational setting for Sustainable development Goals for Quality education and recognize possible interventions and support systems. The application of Structural Equation Modelling (SEM) for hypothesis testing is employed to investigate the correlations between the stress of the students, their demands and the Resources available to them.  Students with a better understanding of stress, those in high-stress environments, and those who are aware of the factors that contribute to their stress all reported lower stress levels, possibly due to increased knowledge and coping skills. Furthermore, strong personal resilience, emotional intelligence, and positive social support networks were linked to reduced stress. Higher academic workload, examination anxiety, and family expectations, on the other hand, were found to be associated with increased stress. Interestingly, the study found no significant link between mindfulness practices, access to mental health services, and institutional support systems.