What does this research mean for the field?

Academic resilience and institutional identification mitigate the negative impacts of university-related distress on student performance and well-being, although these protective effects diminish under prolonged or severe stress. Novelty: ClaimNovelty.SYNTHESIS. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine the interplay between mental health challenges, academic performance, and resilience factors in higher education using established psychological frameworks.

September 14, 20260 citationsOpen Access

Mental Health Factors and Resilience Strategies in Higher Education

The Interplay Between Mental Health and Student Life in Higher Education: An Examination of Contributing Factors and Resilience Strategies

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Authors

MMMuhammad Moeez AFAreej Fatima

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Overview

Narrative review reveals psychological distress impairs academic performance in university students, highlighting resilience strategies to buffer stress.

Key Points

To examine the interplay between mental health challenges, academic performance, and resilience factors in higher education using established psychological frameworks.
Synthesized empirical literature on university student mental health, academic performance, and retention.
Applied psychological frameworks, primarily Lazarus and Folkman's Transactional Model of Stress and Coping and Luthans' Psychological Capital model, to evaluate distress sources and protective factors.
Depression and burnout directly reduce grade point average (GPA) and retention rates, while anxiety primarily impairs cognitive functioning by compromising working memory capacity during assessments.
Protective resources—such as academic self-efficacy, mindfulness, peer networks, and college identification—mitigate stress effects, though their buffering capacity diminishes under prolonged or severe stress.
Academic resilience mediates the relationship between external or personal coping resources and favorable student well-being outcomes, while peer co-rumination poses potential psychological risks.

Cite This Study

Moeez et al. (2026) studied this question.

synapsesocial.com/papers/6aa7b3770926e14a848b2705 https://doi.org/10.5281/zenodo.22710912

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September 14, 20260 citationsOpen Access

Mental Health Factors and Resilience Strategies in Higher Education

The Interplay Between Mental Health and Student Life in Higher Education: An Examination of Contributing Factors and Resilience Strategies

View Full Paper

Ask AI

Bookmark

Authors

MMMuhammad Moeez AFAreej Fatima

Discussion

Member takes

Overview

Narrative review reveals psychological distress impairs academic performance in university students, highlighting resilience strategies to buffer stress.

Key Points

To examine the interplay between mental health challenges, academic performance, and resilience factors in higher education using established psychological frameworks.
Synthesized empirical literature on university student mental health, academic performance, and retention.
Applied psychological frameworks, primarily Lazarus and Folkman's Transactional Model of Stress and Coping and Luthans' Psychological Capital model, to evaluate distress sources and protective factors.
Depression and burnout directly reduce grade point average (GPA) and retention rates, while anxiety primarily impairs cognitive functioning by compromising working memory capacity during assessments.
Protective resources—such as academic self-efficacy, mindfulness, peer networks, and college identification—mitigate stress effects, though their buffering capacity diminishes under prolonged or severe stress.
Academic resilience mediates the relationship between external or personal coping resources and favorable student well-being outcomes, while peer co-rumination poses potential psychological risks.

Cite This Study

Moeez et al. (2026) studied this question.

synapsesocial.com/papers/6aa7b3770926e14a848b2705 https://doi.org/10.5281/zenodo.22710912

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