Factors influencing stress among postgraduate students at Universiti Utara Malaysia

The academic experience of postgraduate students is full of challenges which can potentially push the boundaries of acceptable stress levels. In turn, excessive stress can affect academic productivity and wellbeing. This study investigates the reason(s) for stress among postgraduate students from Universiti Utara Malaysia (UUM) that are related to their academic environment, social life, and physical attributes. This research draws on the Transactional Model of Stress and Coping propounded by Lazarus and Folkman in 1984 which bases its approach on cognitive appraisal and coping strategies as the central pillars for dealing with stress. A quantitative approach was used, and data were gathered using a structured survey questionnaire from the sample population of 200 postgraduate students. Stress and its determinants were analyzed using descriptive statistics, Pearson’s correlation, and multiple regression analyses. Stressors stemming from coursework, research, and engagement with supervisors have been associated with the highest levels of stress. Other social aspects, such as relationships with peers, family, and finances also impact well-being significantly. In addition, sleep deprivation, exhaustion, and other health issues exacerbate stress even more. These results imply that not only academic pressure, but also students’ perceptions and coping strategies play a role in stress. This aids in further understanding the wellbeing of postgraduate students and emphasizes the importance of universities devising specific support strategies. Universities need to develop clear policies for providing academic guidance, as well as promoting healthy coping mechanisms for dealing with stress, including timely mental health treatment. If these stressors are properly addressed, universities will create a supportive educational climate, increase student retention rates, as well as improve academic performance.