Academic Stress and Mental Health Issues among University Students in Pakistan
Open accessAbstract
The issue of academic stress has become a significant area of concern in the public health of university students in Pakistan, where the growing academic demands, financial needs, competitive learning conditions, and the lack of a well-developed psychosocial support system have contributed to the development of mental health problems. The paper examines the common factors, occurrence, and the psychological impact of academic stress among the students attending the public and private universities, in terms of anxiety, depression, burnout, and poor academic performance. Based on an empirical literature review and theory-related models, such as the Stress Process Model and the Cognitive Appraisal Theory, the study portrays the extent of student susceptibilities by contextual elements, including gender norms, socioeconomic status, institutional culture, and family expectations. The results indicate that negative effects of academic stress, such as emotional exhaustion, decreased coping ability, and worsening mental health are strongly linked to prolonged academic stress. The article highlights the fact that campus-based counseling service, stress-management programs, and supportive academic policies are urgently required in mitigating mental health risk factors amongst students. Implications of the policy and research directions are also addressed.
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Written from the paper’s full text.
TL;DR
This mixed-methods study of 200 students at the University of the Punjab, Lahore found moderate academic stress in 55% and high stress in 25%, with exam pressure and workload the most common stressors. Academic stress was positively correlated with depression, anxiety, and stress, and female students reported significantly higher distress than males.
Key findings
- Academic stress levels were low for 20%, moderate for 55%, and high for 25% of the 200 surveyed students. Major stressors included exam pressure (80%), heavy assignments/workload (70%), fear of failure (65%), time management issues (60%), family expectations (55%), financial difficulties (45%), and peer competition (40%).
- On DASS-21, moderate symptoms were most common. Table 4 reports severe/extremely severe symptoms for depression at 20% (15% severe + 5% extremely severe), anxiety at 15% (10% + 5%), and stress at 20% (15% + 5%); the paper’s summary text instead states “10-15 percent” had severe cases.
- Female students scored significantly higher than males on academic stress (31.8 vs. 28.5), depression (16.8 vs. 14.2), anxiety (16.1 vs. 13.5), and stress (17.5 vs. 15.1), all p < 0.05.
- Academic stress correlated positively with depression (r = 0.62), anxiety (r = 0.58), and stress (r = 0.61), p < 0.01. Common coping strategies were time management/planning (70%), seeking social support (60%), exercise (50%), meditation/prayer (45%), avoidance/denial (40%), and substance use (10%). Qualitative themes were academic performance anxiety, family pressure, coping/support systems, and institutional challenges.
Methods
- Convergent parallel mixed-methods design at the University of the Punjab, Lahore, using stratified random sampling across Social Sciences, Natural Sciences, Management Sciences, and Humanities.
- Quantitative sample: 200 undergraduate and postgraduate students; qualitative sample: 20 in-depth interviews lasting 30–45 minutes.
- Measures included the Academic Stress Scale (ASS), DASS-21, and Brief COPE Inventory. Quantitative analysis used SPSS with descriptive statistics, correlations, t-tests, ANOVA, and regression; qualitative analysis used Braun and Clarke’s six-step thematic analysis.
Limitations
- The paper does not state a limitations section.
- Evident from the text: the study is single-site (University of the Punjab, Lahore), limiting generalizability to other Pakistani universities or student populations.
- Evident from the text: the design is a parallel mixed-methods study with no longitudinal follow-up, so causal direction between academic stress and mental health outcomes cannot be established; the qualitative sample is small (20 interviews), and the methodology section uses future tense (“will be”) and contains some inconsistent reporting, such as the severe-symptom percentages in the summary versus Table 4.
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Integrity signals
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Cites
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Claims the paper makes
0 of 37 cited sources checked · 0 supported · 0 flagged
- Findingown data
Substance use was rare (10%).
“Substance use (rare) 20 10”
Quote in the paperNot a substantial claim - Findingown data
Female students reported significantly higher stress than male students (t=2.96, p=0.004).
“Female students reported significantly higher academic stress, depression, anxiety, and stress compared to male students, consistent with prior research on gendered academic pressures.”
Quote in the paperSubstantial claim - Findingown data
Family expectations were reported by 55% of students.
“Family expectations 110 55”
Quote in the paperNot a substantial claim - Findingown data
Avoidance/denial was used by 40% of students.
“Avoidance/denial 80 40”
Quote in the paperNot a substantial claim - Findingown data
Peer competition was reported by 40% of students.
“Peer competition 80 40”
Quote in the paperNot a substantial claim
- Findingown data
Female students reported significantly higher academic stress than male students (t=3.45, p=0.001).
“Female students reported significantly higher academic stress, depression, anxiety, and stress compared to male students, consistent with prior research on gendered academic pressures.”
Quote in the paperSubstantial claim - Findingown data
Heavy assignments/workload was reported by 70% of students.
“Heavy assignments/workload 140 70”
Quote in the paperNot a substantial claim - Findingown data
Exercise/physical activity was used by 50% of students.
“Exercise/physical activity 100 50”
Quote in the paperNot a substantial claim - Findingown data
Time management/planning was used by 70% of students.
“Time management/planning 140 70”
Quote in the paperNot a substantial claim - Findingown data
Financial difficulties were reported by 45% of students.
“Financial difficulties 90 45”
Quote in the paperNot a substantial claim - Findingown data
Exam pressure was reported by 80% of students.
“Exam pressure 160 80”
Quote in the paperNot a substantial claim - Findingown data
Academic stress was significantly positively correlated with anxiety (r=0.58, p<0.01).
“Academic Stress 0.62** 0.58** 0.61**”
Quote in the paperSubstantial claim - Findingown data
Academic stress was significantly positively correlated with stress (r=0.61, p<0.01).
“Academic Stress 0.62** 0.58** 0.61**”
Quote in the paperSubstantial claim - Findingown data
Fear of failure was reported by 65% of students.
“Fear of failure 130 65”
Quote in the paperNot a substantial claim - Findingown data
10-15% of students had severe or extremely severe depression, anxiety, or stress.
“At 10-15% of students, severe and extremely severe mental health symptoms were noted, which indicates that there is a vulnerable subgroup that must be interfered with.”
Quote in the paperSubstantial claim- Rests on an assumption: The instruments used (ASS, DASS-21, Brief COPE) validly and reliably measure academic stress, depression, anxiety, and coping in this population.
- Rests on an assumption: Self-reported data accurately reflect students' actual stress and mental health status.
- Findingown data
Meditation/prayer was used by 45% of students.
“Meditation/prayer 90 45”
Quote in the paperNot a substantial claim - Findingown data
Seeking social support was used by 60% of students.
“Seeking social support 120 60”
Quote in the paperNot a substantial claim - Findingown data
Time management issues were reported by 60% of students.
“Time management issues 120 60”
Quote in the paperNot a substantial claim - Findingown data
Academic stress was significantly positively correlated with depression (r=0.62, p<0.01).
“Academic Stress 0.62** 0.58** 0.61**”
Quote in the paperSubstantial claim - Findingown data
Female students reported significantly higher depression than male students (t=2.87, p=0.005).
“Female students reported significantly higher academic stress, depression, anxiety, and stress compared to male students, consistent with prior research on gendered academic pressures.”
Quote in the paperSubstantial claim - Premisecitation
Academic stress is a key precursor of psychological conditions such as anxiety, depression, and burnout among students.
“One of the key precursors of these psychological conditions is academic stress, which can be described as the pressure to fulfill the expectations, deadlines, and performance standards in academics (Misbah et al., 2021).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Misbah et al., 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Female students in Pakistan are usually more likely to report stress, anxiety, and self-doubts compared to male counterparts.
“The female students are usually more likely to report stress, anxiety and self doubts compared to their male counterparts (Aslam and Tariq, 2021).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Aslam and Tariq, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Cultural focus on academic achievements as a source of respect, future safety, and marriage opportunities increases performance anxiety, especially in female students.
“The cultural focus on academic achievements as the source of respect, future safety, and marriage opportunities increases performance anxiety, especially in female students, who may also encounter gender-related limitations and pressure (Aslam & Tariq, 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Aslam & Tariq, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
High-stakes exams rather than continuous assessment cause performance anxiety.
“Performance anxiety is caused by grading systems that tend to focus on highstakes exams rather than continuous assessment (Rehman and Bilal, 2020).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Rehman and Bilal, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Academic stress is associated with physical health issues such as headaches, fatigue, and poor immune function.
“Studies also associate academic stress with such physical health issues as headaches, fatigue, and poor immune functionality (Rafiq et al., 2022).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Rafiq et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Continuous pressure to achieve academic success due to lack of employment opportunities and high competition for scholarships and postgraduate positions is a common stressor.
“Misbah et al. (2021) note that it is the continuous pressure students experience to achieve academic success because of the lack of employment opportunities and high competition to be among the scholarship and postgraduate recipients.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Misbah et al., 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Over 50% of students in 11 prominent Pakistani universities had psychological distress at least once per semester.
“A study carried out in 11 prominent Pakistani universities revealed that over fifty percent of students had ended up with a psychological distress at least once per semester, which suggests that the mental health crisis in educational settings is rapidly escalating (Shah and Amjad, 2021).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Shah and Amjad, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Mental health stigma in Pakistan makes most students reluctant to disclose emotional issues due to fear of judgment, religious interpretations, or cultural misunderstandings.
“The problem of mental health stigma is still there, and most students are reluctant to disclose emotional issues because of the fear of being judged, religious interpretations, or cultural misunderstandings (Safdar and Khalid, 2020).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Safdar and Khalid, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Academic pressure, exam load, and fear of failure are the most prevalent stressors among undergraduate and graduate students.
“The same result was found by Rafiq et al. (2022), who indicated that academic pressure, exam load, and fear of failure was the most prevalent among undergraduate and graduate students.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Rafiq et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
The growth of universities and promotion of degree attainment in Pakistan over the last 20 years has strongly raised expectations for young people.
“The last 20 years were marked by the growth of universities and the promotion of the attainment of degrees, which has strongly raised the level of expectations towards young people (Shah and Amjad, 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Shah and Amjad, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Pressure on female students to combine academic tasks with family may cause time stress and emotional burnout.
“In addition, pressure on female students who are expected to combine academic tasks with family may cause the onset of time stress and emotional burnout (Safdar and Khalid, 2020).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Safdar and Khalid, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Low government spending on mental health (less than 1% of national health budget) has led to insufficient psychological services on and off campuses in Pakistan.
“Low government spending on mental health depending on a rough estimate of less than 1 percent of the national health budget has led to insufficient psychological services on and off campuses (WHO, 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites WHO, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
A survey of 21 Pakistani universities revealed that more than 70% did not have operational counseling centers.
“A survey conducted on 21 Pakistani universities revealed that more than 70 percent of the universities did not have operational counseling centers, meaning that students do not receive professional counseling help when they encounter challenges, emotionally or academically (Rizvi, 2022).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Rizvi, 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
In Pakistan, family expectations, particularly for middle-class or low-income students, create responsibility to achieve upward mobility.
“The family expectations are in the limelight, as students, particularly middle-class or low-income students, have the responsibility to achieve the expectations of their families in terms of upward mobility (Safdar and Khalid, 2020).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Safdar and Khalid, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data
Most students report medium and high degrees of academic stress mainly motivated by exams, heavy workload, and fear of failure.
“Most of the students report medium and high degrees of academic stress that are mainly motivated by exams, heavy workload, and fear of failure.”
Quote in the paperSubstantial claim - Interpretationreasoning
In the absence of preemptive efforts, excessive academic stress may have adverse impact on students' academic performance, personal wellbeing, and mental health in the long term.
“In the absence of preemptive efforts, excessive academic stress levels may have an adverse impact on students in terms of academic performance, personal wellbeing, and mental health in the long term.”
Quote in the paperSubstantial claim - Interpretationown data
Qualitative data highlights that family demands, peer comparison, and institutional pressures are reasons for high stress.
“The qualitative data highlights the fact that family demands, peer comparison, and institutional pressures are the reasons that have led to the high levels of stress experienced by students.”
Quote in the paperSubstantial claim - Premisecitation
The majority of Pakistani universities continue to follow conventional models where academic success is more important than student welfare.
“Nevertheless, the majority of Pakistani universities continue to follow conventional models according to which academic success is more important than student welfare (Malik and Sarwar, 2020).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Malik and Sarwar, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data
Inability to obtain counseling services due to limited access and absence of organized mental health programs leaves many students without professional support.
“The inability to obtain counseling services due to limited access and the absence of organized mental health programs leave a huge number of students without the professional support.”
Quote in the paperSubstantial claim - Interpretationown data
Academic strains are strongly associated with mental outcomes such as depression, anxiety, and stress.
“Academic strains are strongly associated with mental outcomes such as depression, anxiety and stress and females have been significantly vulnerable in this category of mental health outcomes.”
Quote in the paperSubstantial claim - Premisecitation
Academic burnout is closely correlated with excessive study-related load, strict deadlines, and absence of institutional support.
“Malik and Sarwar (2020) established that academic burnout is closely correlated with excessive study-related load, strict deadlines, and absence of institutional support.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Malik and Sarwar, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
More than three-quarters of higher education institutions in Pakistan do not have operational counseling centers.
“The availability of university-level counseling is also limited, and more than three-quarters of higher education institutions do not have operational counseling centers (Rizvi, 2022).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Rizvi, 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data
Academic stress is a serious and widespread problem among university students at University of the Punjab, Lahore.
“The research paper has found out that academic stress is a serious and widespread problem among university students in the University of the Punjab, Lahore.”
Quote in the paperSubstantial claim
- The quote only partly states this claim. 3
- May combine two claims. 26
- Classified as probably not a substantial claim. 5
The quote only partly states this claim.
Findingown dataFemale students reported significantly higher anxiety than male students (t=3.12, p=0.002).
“Female students reported significantly higher academic stress, depression, anxiety, and stress compared to male students, consistent with prior research on gendered academic pressures.”
Quote in the paperSubstantial claimMay combine two claims. The quote only partly states this claim.
Findingown dataThematic analysis of 20 interviews revealed four significant themes: academic stress and academic performance anxiety; family pressure and expectations; coping and support systems; institutional challenges.
“Thematic analysis of 20 interviews has revealed 4 significant themes:”
Quote in the paperSubstantial claim- Rests on an assumption: The 20 qualitative interviews provided sufficient data saturation to capture the range of student experiences.
May combine two claims.
Findingown dataStudents reported that family pressure and social pressure added to anxiety, especially among female students.
“The pressure to achieve the aspirations of a family and social pressure added to the anxiety especially among the female students.”
Quote in the paperNot a substantial claim- Rests on an assumption: The 20 qualitative interviews provided sufficient data saturation to capture the range of student experiences.
May combine two claims.
Findingnone givenIncreased stress levels were prevalent in final-year undergraduates and students in Social Sciences.
“Increased stress levels were prevalent in final-year undergraduates and students in the faculties of Social Sciences.”
Quote in the paperNot a substantial claim- Rests on an assumption: The instruments used (ASS, DASS-21, Brief COPE) validly and reliably measure academic stress, depression, anxiety, and coping in this population.
May combine two claims.
Findingown dataProblem-focused coping strategies such as planning and social support were common; maladaptive strategies were not prevalent.
“Maladaptive strategies were not prevalent as problem-focused strategies such as planning and social support.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Findingnone givenAmong female students, family expectations played a special role.
“Among female students family expectations played a special role.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingnone givenStudents complained of huge classroom sizes, poor access to faculty, and unorganized mental health services.
“Students complained of huge classroom sizes, poor access to faculty and unorganized mental health services.”
Quote in the paperNot a substantial claim- Rests on an assumption: The 20 qualitative interviews provided sufficient data saturation to capture the range of student experiences.
May combine two claims.
Findingown dataStudents reported that stress associated with exams, high fatigue, and fear of failure were main stresses.
“The stress associated with exams, high fatigue, and fear of failure were often mentioned among the main stresses that students experience.”
Quote in the paperNot a substantial claim- Rests on an assumption: The 20 qualitative interviews provided sufficient data saturation to capture the range of student experiences.
May combine two claims.
Findingown dataAmong 200 students, 55% had moderate academic stress and 25% had high academic stress.
“Most students (55%), said that they had moderate levels of stress and a quarter of the students had high academic stress.”
Quote in the paperSubstantial claim- Rests on an assumption: The instruments used (ASS, DASS-21, Brief COPE) validly and reliably measure academic stress, depression, anxiety, and coping in this population.
- Rests on an assumption: Self-reported data accurately reflect students' actual stress and mental health status.
May combine two claims.
PremisecitationAcademic stress is a significant predictor of depressive symptoms, lack of motivation, and irritability.
“Naz and Hashmi (2019) conducted a study and found that academic stress is a significant predictor of depressive symptoms, lack of motivation, and irritability.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Naz and Hashmi, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationEmotional exhaustion, cynicism, and inefficacy (burnout) are common among university students, with many desiring to drop out or take an academic break.
“Emotional exhaustion, cynicism, and the inefficacy complex, which is the main feature of burnout, is becoming a common report among university students, and many of them are finding the desire to drop out or have an academic break (Misbah et al., 2021).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Misbah et al., 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationStrict grading systems, workload overburden, lack of guidance, and absence of student-centered teaching practices are major contributors to academic stress.
“Also, strict grading systems, workload overburden, lack of guidance, and absence of teaching practices that are student-centered are also a major contributor to the level of stress (Rehman and Bilal, 2020).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Rehman and Bilal, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationAnxiety, depression, academic burnout, and emotional distress are at high rates among Pakistani university students, usually higher than global levels.
“Research shows that anxiety, depression, academic burnout, and emotional distress are high rates that are usually higher than the global levels (Naz and Hashmi, 2019;Rafiq et al., 2022).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Naz and Hashmi, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Rafiq et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThe Stress Process Model proposes that stressors' effects on mental health are undesirable when exposure is prolonged without proper coping strategies and social support.
“Stress Process Model proposes that the consequences of stressors on mental health are undesirable when the exposure duration is prolonged without proper coping strategies and social support (Pearlin et al., 1981).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Pearlin et al., 1981
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationClose to 60% of Pakistani university students report moderate to severe academic stress, and 45% have anxiety and depression symptoms.
“Naz and Hashmi (2019) found that close to 60 percent of students report moderate to severe academic stress, and 45 percent have anxiety and depression symptoms.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Naz and Hashmi, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationIn collectivist societies including Pakistan, parental demands for academic achievement are at the core of defining students' goals and can be psychologically pressurizing.
“According to Safdar and Khalid (2020), in collectivist societies, including Pakistan, parental demands in terms of academic achievement are at the core of defining the goals of the students, which can be very psychologically pressurizing.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Safdar and Khalid, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationMen tend to seek psychological assistance less due to stigma and masculinity expectations, resulting in unmanaged mental health problems.
“It has been found that men tend to find psychological assistance less because of stigma and masculinity expectations, which result in the development of unmanaged mental health problems (Rafiq et al., 2022).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Rafiq et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationToxic competition, peer comparison, and fear of failure contribute to chronic stress in students.
“Research has shown that toxic competition, peer comparison and fear of failure are some of the factors contributing to chronic stress in students (Khalid et al., 2022).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Khalid et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationIncreased competition over scarce job opportunities puts pressure on students to perform better academically, get high grades, and find scholarships, internships, or additional schooling abroad.
“The increased competition over scarce job opportunities lies in the pressure put on students to perform better academically, have high grades, and find a scholarship, internship, or additional schooling abroad (Khan, 2020).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Khan, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationA significant proportion of Pakistani students have lower socioeconomic status and cannot afford tuition, transportation, and academic resources.
“The percentage of Pakistani students is an indicator of a lower socioeconomic level and is unable to afford tuition fees, transportation expenses, and academic resources (Shabbir and Raza, 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Shabbir and Raza, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationConventional pedagogical approach, high number of courses, compulsory attendance, and large classes cause an overwhelming environment.
“The conventional pedagogical approach, high number of courses, compulsory attendance, and large classes cause an overwhelming environment (Aslam and Tariq, 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Aslam and Tariq, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationChronic academic pressure is linked to signs of depression, insomnia, irritability, lack of motivation, and academic disengagement.
“The signs of depression, insomnia, irritability, lack of motivation and academic engagement are linked to chronic academic pressure (Naz & Hashmi, 2019).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Naz & Hashmi, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationPoor instructor feedback, insufficient academic advising, and inflexible semester schedules add to stress levels.
“Poor instructors feedback, insufficient academic advising, and inflexible semester schedules only add to the stress levels (Khalid et al., 2022).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Khalid et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationStudents under financial stress due to tuition fees, transport costs, and living costs have worse stress levels, affecting concentration and grades adversely.
“Shabbir and Raza (2021) discovered that students who are under stress due to the issue of tuition fees, transport costs, and living costs have a worse stress level, which affects concentration and grades adversely.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Shabbir and Raza, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationStudents in private universities are more likely to receive more resources than those in public universities, which have limited facilities and over-saturated counseling offices.
“The growth of higher education makes social economic disparities even more apparent because students of private colleges and universities are more likely to receive more resources than those who study in public universities and limited facilities and extremely over-saturated counseling offices-if they have any at all (Malik and Sarwar, 2020).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Malik and Sarwar, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationStudents in chronic stress had more anxiety, affecting ability to focus and retain information.
“In like manner, it was observed that students who are in chronic stress had more anxiety, and this affected their ability to focus and retain information (Misbah et al., 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Misbah et al., 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationStudents with high support networks are psychologically resilient and experience less stress.
“A study indicates that students who have high support networks are psychologically resilient and experience less stress (Shah and Amjad, 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Shah and Amjad, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningAcademic stress is a systematic challenge that should be addressed by complex institutional and policy-level measures.
“On the whole, the study indicates that academic stress is not a one-sided issue, but a systematic challenge, which should be addressed by complex institutional and policy-level measures.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoningA stratified random sampling method was used to ensure representation by faculties (Social Sciences, Natural Sciences, Management Sciences, Humanities).
“A stratified random sampling method was used so that there is representation in terms of faculties (Social Sciences, Natural Sciences, Management Sciences, and Humanities).”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationown dataAlthough students use problem-oriented and social coping mechanisms, lack of strong institutional support increases psychological distress.
“Although students use problem-oriented and social coping mechanisms, lack of strong institutional support increases psychological distress.”
Quote in the paperSubstantial claimThe quote only partly states this claim.
Interpretationown dataFemale students have been significantly more vulnerable to mental health outcomes.
“Academic strains are strongly associated with mental outcomes such as depression, anxiety and stress and females have been significantly vulnerable in this category of mental health outcomes.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationProblem-focused coping strategies (time management, planning) are linked to lower stress and increased academic performance, while emotion-focused coping (avoidance, denial) is linked to increased anxiety and depression.
“Lower stress levels and increased academic performance are linked to problem-focused coping strategies (e.g., time management, planning) and the increased levels of anxiety and depression with emotion-focused coping (e.g., avoidance, denial) (Rehman and Bilal, 2020).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Rehman and Bilal, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
The paper relies on this without support.
The University of the Punjab, Lahore is representative of university students in Pakistan.
“Academic Stress and Mental Health Issues among University Students in Pakistan”
“University of the Punjab (PU), Lahore”
The paper relies on this without support.
The instruments used (ASS, DASS-21, Brief COPE) validly and reliably measure academic stress, depression, anxiety, and coping in this population.
“The Academic Stress Scale (ASS) was used to measure stress levels.”
“DASS-21 results”
“Brief COPE Inventory”
The paper relies on this without support.
The 20 qualitative interviews provided sufficient data saturation to capture the range of student experiences.
“Qualitative sample: 20 students in-depth interviews.”
“Thematic analysis of 20 interviews has revealed 4 significant themes:”
The paper relies on this without support.
Self-reported data accurately reflect students' actual stress and mental health status.
“The Academic Stress Scale (ASS) was used to measure stress levels.”
“DASS-21 results”
Cites
Using thematic analysis in psychology
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Adamson (1970) · Medicina e historia · doi:10.1017/s0025727300016057 · Cited by 5,038
The prevalence and correlates of depression, anxiety, and stress in a sample of college students
Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015) · Journal of Affective Disorders · doi:10.1016/j.jad.2014.10.054 · Cited by 2,030 · cited 1× · see citing works
“The trend is backed by research in other countries, where the investigation of mental health issues among university students reveals an increase in mental health problems because of growing academic competition, social comparison, and low coping skills (Beiter et al., 2015).”
Flagged first, then by citations
21 of the 24 references couldn’t be matched to a known paper.
Research works printed but not linked: 14
- Aslam, R., & Tariq, S. (2021). Gender differences in academic stress among university students in Pakistan. Journal of Education and Social Sciences, 9(1), 45-58.
- Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications.
- Khalid, S., Aslam, F., & Rafiq, A. (2022). Academic stress and coping strategies: Evidence from Pakistani universities. Asian Journal of Psychology, 14(3), 102-115.
- Khan, A. (2020). Mental health literacy and academic stress among university students. Pakistan Journal of Psychological Research, 35(2), 245-261.
- Malik, T., & Sarwar, S. (2020). Academic burnout and its predictors in higher education institutions of Pakistan. Journal of Educational Research, 23(4), 56-70.
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- Naz, F., & Hashmi, A. (2019). Academic stress and mental health among university students: Moderating role of coping strategies. International Journal of Education and Psychology, 8(2), 50-65.
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- Rafiq, H., Ahmed, S., & Khan, T. (2022). Mental health challenges in Pakistani universities: A study on depression, anxiety, and stress. Asian Journal of Psychiatry, 67, 102-114.
- Rehman, A., & Bilal, S. (2020). Coping with academic stress: Evidence from university students. Pakistan Journal of Education, 37(2), 33-49.
- Safdar, M., & Khalid, F. (2020). Family expectations, academic stress, and mental health among Pakistani university students. Journal of College Student Development, 61(5), 567-580.
- Shabbir, S., & Raza, A. (2021). Financial stress and its impact on academic performance in Pakistani higher education. Global Journal of Human Social Science, 21(3), 22-35.
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Cited by
Sorted by citations
A Comparative Analysis of Educational Barriers Between Pakistan and Malaysia
Mohiuddin, M., & Quazi, M. M. (2026) · doi:10.3390/proceedings2026145017
- Authors
- Rehman, M. U.
- Affiliations
- University of the Punjab (PK)
- Corresponding author
- Rehman, Muneeb Ur
- Venue
- ApexMed Journal of Health Sciences
- Publisher
- Academia (Private) Limited
- Published
- 2025-08-03
- Volume
- 1
- Issue
- 3
- Pages
- 09-16
- ISSN
- 3105-5605 (ISSN-L)
- 3105-5613
- OpenAlex
- W7128386450
- Cited by
- 1
- References
- 24
- Citations by year
- 2026: 1
- FWCI
- 2.03
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- ApexMed Journal of Health Sciences (publishedVersion, cc-by)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Keywords
- academic stress, university students, student mental health, anxiety, depression, burnout, academic performance, stress process model, appraisal theory, gender norms, socioeconomic status, family expectations, university counseling services, stress management interventions, Pakistan
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