The relationship between psychological stress and academic performance among college students: The mediating roles of cognitive load and self-efficacy

In the university learning environment, college students commonly experience high levels of psychological stress, which often impacts their academic performance. This study aims to construct a dual mediation model to explore how psychological stress indirectly affects academic performance through cognitive load and self-efficacy. Furthermore, the study examines the applicability of this mechanism across different gender groups. This study collected data from a sample of 557 college students using standardized questionnaires and conducted mediation analysis. Multi-group analysis was employed to assess gender differences. The results indicate that psychological stress not only directly affects academic performance but also exerts significant indirect effects by increasing cognitive load and reducing self-efficacy. Additionally, several paths demonstrated significant gender-based differences. These findings contribute to a deeper understanding of the psychological mechanisms underlying academic performance in college students and provide empirical support for the development of gender-sensitive academic support strategies.