A Study of Psychological Well-Being, Academic Stress, and Coping Strategies among Generation Z College Students

Abstract The current research study illustrates the intricate linkages of psychological well-being, academic pressure and experienced coping strategies of Generation Z college students using a descriptive research design based on secondary resources such as literature and data (peer-reviewed journals, books, reputable news reports etc.) and creates a synthesis of research findings as a means of identifying prevalent mental health issues and trends in the population. The results show that there exists a clear inverse relationship between academic stress and psychological well-being. The vast majority of students encounter or experience significant academic stress through the pressures associated with high demands from school and performance standards, anxiety related to future career options, and are further negatively affected by the post-pandemic transition to remote learning. The results also demonstrate that there are differing levels of resilience associated with employing active, problem-focused coping strategies and utilizing social support vs. greater reliance on passive or avoidance coping strategies; students who solely rely on avoidance coping methods tend to experience greater instances of anxiety and burnout. Based upon the findings of this study and in response to the need for the targeted populations of the Khandesh region to receive enhanced institutional assistance, the authors recommend that institutions should develop a coordinated plan to enhance access to on-campus counseling services through the development of academic counseling offices, provide academic support and mental health services through integrated stress-management curriculum and improve students’ ability to maintain "digital hygiene" such as email accounts or social media in order to reduce the multitude of pressures placed on the current technology-driven generation. Ultimately, to improve the resilience of the targeted population, students must have access to develop active coping strategies that improve their overall life satisfaction.