The Role of Perceived Social Support in Coping with Stress in the Academic Arena

Abstract

Academic stress has become a major psychological concern among emerging adults, particularly in competitive higher education environments. Students are often required to meet high academic standards while simultaneously managing developmental transitions, social expectations, and future career uncertainty. While academic stress is widely studied in relation to anxiety and depression, comparatively less emphasis has been placed on understanding the protective role of perceived social support within academic contexts. The present study aimed to examine the relationship between perceived social support and academic stress among young adults aged 18–25 years. Using standardized self-report measures, data were collected from 109 participants. Independent sample t-tests and Pearson’s correlation were applied to analyze gender differences and relational patterns. The findings revealed no significant gender differences in perceived social support or academic stress. Furthermore, no significant relationship was found between perceived social support and academic stress. Although theoretical frameworks strongly emphasize the stress-buffering function of social support, the present findings suggest that academic stress may be influenced by multiple structural and psychological factors beyond interpersonal support. The study highlights the need for holistic institutional approaches addressing both emotional well-being and structural academic pressures in emerging adulthood.