Academic Stress in College: The Impact of Gender and Individual Learning Styles

Abstract

Academic stress is a growing concern among college students, often affecting their mental health and academic performance. This study investigates the impact of gender and individual learning styles on academic stress among undergraduate college students in Kolkata, India. Utilizing a factorial research design, the study examines how deep and surface learning approaches, along with gender, influence dimensions of academic stress. A sample of 300 students (164 female, 136 male) was assessed using validated tools including the R-SPQ-2F and the Students’ Academic Stress Scale. Results revealed that learning style significantly influenced academic stress, with surface learners experiencing higher stress levels across all domains. Gender and the interaction between gender and learning styles were not statistically significant. The findings emphasize the need for educational strategies that promote deep learning to mitigate stress and support student well-being, regardless of gender. Implications for curriculum design and mental health interventions in higher education are discussed.