International Journal of Research Publication and Reviews Vol (2) Issue (10) (2021) Page 11-17

International Journal of Research Publication and Reviews

A study on Academic Stress, Anxiety, Depression, Resilience and

Saloni Lad
Student, Department of Psychology Honors, Vishwakarma University, Maharashtra, India
salonilad9430@gmail.com

ABSTRACT

Stress is inescapable among students in academics, and it has an impact on their performance in all academic pursuits. College students' academic stress, anxiety,
and depression are a sourceof worry. Research suggests an individual's resilience and stress perception have a relationship with academic accomplishment, as
well as a relationship between these two characteristics. The current research aims to study academic stress, anxiety, depression, resilience, mental well-being of
college going students. Standardized tools were used to measure academic stress, anxiety, resilience, depression, and mental wellbeing among college students.
The sample consisted of 50 college students from the age group from 18-25. The results found out that there is a negative significant correlation between
Perceptions of Academic Stress and Mental Well-Being. Further, a negative significant correlation between Mental Well-being and Depression. The results also
found out that there is a positive significant correlation between Depression and Anxiety & a positive significant correlation between Anxiety and Stress. It may
be concluded from the findings that depression, anxiety, and stress are all highly linked which shows how much of hardship students are under in the current
situation. To improve the quality of life and minimize stress among students, early interventions are required.

Keywords - Anxiety, Academic stress, Depression, Mental Health, Stress

Introduction

―Mental health problems don’t define who you are. They are something you experience. You walk in the rain, and you feel the rain, but, importantly,
youarenottherain.‖ — Matt Haig
Stress has been a topic of discussion in both academic circles and in our culture. Many cognitive scientists have conducted substantial research on stress
and its impacts and come to the conclusion that the subject requires further emphasis. However, it is critical for society that students learn and acquire
the necessary knowledge and skills so that they can contribute constructively to the nation's development in various ways.
When a person tries to cope with or adjust to pressures, they experience stress, which is characterized as a negative emotional, cognitive, behavioral,
and physiological reactionCircumstances are defined as stressors that drive people to adjust because they disrupt, or threaten to disrupt, their daily
functioning. Grambling and Auerbach (1998) consider stress to be an undesirable state of being individuals' emotional and physiological arousal in
situations that they view as dangerous or stressful posing a danger to their health. Further, most psychologists believe that moderate stress motivates
people to achieve and fosters creativity, even though stress can make it harder for people to perform well on tough tasks.
Stress, on the other hand, is felt differently by different people and can imply different things to different people. It is defined as events or situations
that cause people to feel tense, under pressure, or to experience negative emotions such as anxiety or rage. Others define stress as a physiological,
emotional, and behavioral response to a situation, which includes physiological changes (increased heart rate and muscle tension), as well as emotional
and behavioral changes (Bernstein et al., 2008). Stress is always thought of as a psychological process including an individual's personal interpretation
and response to a potentially dangerous situation. It's vital to remember that stress has both positive and negative consequences for people. It suggests
that stress could be a healthy, adaptive response to danger. Its purpose is to alert and prepare people to defend themselves. Take, for example, how
dread of items that pose real threats encourages people to cope with or avoid them.
Stress, according to Auerbach and Grambling (1998), can lead to major difficulties if it is not appropriately controlled. Furthermore, when a person is
exposed to prolonged stress, he or she is more prone to develop both physical and mental illnesses (including heart disease) (e.g., anxiety disorders).
Health psychology is concerned with how stress affects biological function and how people might employ stress management appr oaches to avoid or
limit disease.
Anxiety, behavioral issues, and impatience are just a few of the issues that students with high academic stress have reported (Deb, Strodl& Sun, 2015).
Anxiety has a number of negative consequences for kids, including poor academic performance, poor decision-making, and, in the worst-case scenario,
mental breakdown if not addressed, and it affects teenagers at alarming rates. In resource-constrained contexts, anxiety in teenagers has been reported
to be higher than in the general population (Ovuga, 2016). Anxiety was also detected in stressed adolescents, and it has been connected to an inability
to concentrate, fear of failure, and a poor outlook on the future.
 International Journal of Research Publication and Reviews Vol (2) Issue (10) (2021) Page 11-17 12

A low mood that is frequently accompanied with sleep, energy, appetite, focus, hobbies, and sexual urge. Negative sentiments such as hopelessness,
worthlessness, and powerlessness are also present. A mental state, a symptom, or a psychiatric disease can all be referred to as depression.
A state of mind marked by chronic melancholy, a lack of energy and interest, and thoughts of death or suicide.

According to Kamble and Minchekar (2018), a study was conducted on Academic stress and depression among college students at Kolhapur
Maharashtra. The results revealed that Academic stress and depression among college students varied significantly by gender. Among college students,
there is a significant positive link between academic stress and depression. Student depression has a major impact on academic stress levels.
According to Srivastava and Singhi (2020), a study was conducted on Depression, Anxiety, Stress, and Family Affluence among College Students
during the COVID-19 Pandemic. The results revealed that Stress and depression were found to be mild, although anxiety was moderate, in both ma les
and females. There was also no significant gender difference in sadness, anxiety, or stress among college students. The findings reveal a link between
sadness, anxiety, and stress, as well as family wealth.

Academic Stress

Academic stress can be viewed as chronic stress due to the nature of academic demands; it was associated with negative health outcomes of depression
and physical illness (MacGeorge, Samter, &Gillihan, 2005).
Academic stress can be defined as a factor that may lead to some people experiencing stress when they are involved in a certain situation such as failure
in examination, work overload, deadlines of assessment, financial problems, and so on.
According to Bataineh (2013), a study conducted in Riyadh, Saudi Arabia on undergraduate students, discovered that scholarly overloads, inconvenient
courses, insufficient study time, and an ever-increasing workload semester, difficult examinations, limited motivation, and a large family of students
were under moderate stress because of their expectations. It had also been found that fear of failure was discovered to be the most common source of
stress among those surveyed students at the undergraduate level.
According to Deb, Strodl, Jiandong (2015) a study conducted at Queensland University of Technology, Australia on Indian High School Students. The
findings discovered that nearly two-thirds (63.5%) of students said they were stressed because of academic pressure, with no significant differences in
gender, age, or grade. As well as a few other personal considerations, about two-thirds of the pupils (66%) said their parents put pressure on them to do
something they didn't want to do for improved academic results. The amount of parental pressure felt varied greatly depending on the parents'
educational levels, the mother's occupation, the number of private tutors, and academic success. Children of fathers with a lower level of education
(non-graduates) were shown to be more prone to perceive pressure to achieve better academically. Approximately one-third of the students (32.6%)
showed signs of psychiatric illness, and 81.6 per cent reported exam-related anxiety. Academic stress was linked to parental pressure and psychiatric
issues, whereas exam-related anxiety was linked to psychiatric issues as well.

Anxiety

Anxiety can be defined as a negative mood state that is accompanied by bodily symptoms such as increased heart rate, muscle tension, a sense of
unease, and apprehension about the future (APA, 2013; Barlow, 2002). Further, it is defined as sweating palms (observable as sweat gland activity),
increased heart rate (observable with heartbeat recording), and other observable physiological changes.
Anxiety is a state of apprehension, uncertainty, and fear resulting from the anticipation of a realistic or fantasized threat ening event or situation, often
impairing physical and psychological functioning (Spielberger, 1983)

According to Mutalik, Moni, Choudhari&Bhogale (2016) a study was conducted on Bagalkot undergraduate students. The results found out that
undergraduate students are high on Depression, anxiety and stress.
According to Hassan and Vasugi (2019), a study was conducted among Postgraduate Students at a Public University in Malaysia. According to the
study's findings, the majority of respondents suffer from mild depression, anxiety, and stress. Meanwhile, despair, anxiety, and stress all had high
relationships. However, depending on demographic characteristics, there were no significant variations in the levels of depression, anxiety, or stress.

Depression

Fortunately, it is also treatable. Depression causes feelings of sadness and/or a loss of interest in activities you once enjoyed. It can lead to a variety of
emotional and physical problems and can decrease your ability to function at work and at home. (American Psychiatric Association,2013)

Depression is also linked to poor sleeping habits, academic regress, and mental health issues (Busari, 2012; Orzech, 2011).

Depression has a detrimental impact on pupils because it causes low life satisfaction, low self-esteem, and feelings of inadequacy, which can lead to
considerable social, vocational, and educational impairment (Goswami, 2012).
―Mental health is a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work
productively, and is able to make a contribution to his or her community. (WHO, 2018)

According to Shamsuddin et al., (2013) a study was conducted among Malaysian university students. The results showed that according to the DASS-
21 inventory, 27.5 per cent of students had moderate depression and 9.7 per cent had severe or extremely severe depression; 34 per cent had moderate
anxiety and 29 per cent had severe or extremely severe anxiety, and 18.6 per cent had moderate and 5.1 per cent had severe or extremely severe stress.
 International Journal of Research Publication and Reviews Vol (2) Issue (10) (2021) Page 11-17 13

Older students (20 and up) and those born in rural regions had significantly higher sadness and anxiety scores. When compared to pupils with middle
earnings, older students (20 and up), femalesand those whose families had either low or high incomes had considerably higher stress levels.

Resilience

Resilience is an emergent property of a hierarchically organized set of protective systems that cumulatively buffer the effects of adversity and can
therefore rarely if ever, be regarded as an intrinsic property of individuals (Roisman et al., 2002)
Hart et al., (2016) defined resilience as overcoming adversity, whilst also potentially changing, or even dramatically transforming, (aspects of) that
adversity.
Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or even significant sources of stress (APA, 2014).

According to Wu, Sang, Chi Zang, and Margraf (2020), a study was conducted among Chinese College Students. The results showed that First-year
students and senior year students had higher negative mental health levels and lower positive mental health levels than junior year students. In cross-
lagged structural equation modelling investigations, resilience was found to be a major predictor of mental health status in the short term, specifically
between junior and senior years. However, in the long run, particularly between freshman and junior year, the predictive function of resilience for
mental health is not significant.
According to Trigueros et al., (2020), a study was conducted among University Students. The results showed that Emotional intelligence was found to
be a favorable predictor of resilience in the study. Resilience, on the other hand, was found to be a negative predictor of test anxiety and academic
stress. Finally, the Mediterranean diet was found to be a negative predictor of test anxiety and academic stress.

Mental Well-Being

Mental well-being relates to a person’s psychological functioning, life satisfaction and ability to develop and maintain mutually benefiting
relationships. Psychological wellbeing includes the ability to maintain a sense of autonomy, self-acceptance, personal growth, purpose in life and self-
esteem. Staying mentally healthy is more than treating or preventing mental illness. (Brown &Janmohamed, 2008)
In these trying times, it has become more important than ever to improve student mental health to prevent the known implications of continuous
psychological distress and to mitigate any detrimental effects of the pandemic on mental health. (Lyons et al., 2010).
Mental health is a crucial component of having a successful and productive life (Cilar et al., 2019). Barriers to mental well -being that dwell within the
higher education culture, practices, structures and learning conditions may be addressed through intervention in these areas (Hughes & Spanner, 2019).
According to Subramani and Kadhiravan(2017)a study was conducted in Tamil Nadu on high school students. Academic stress has a substantial
association with high school pupils' mental health, according to the findings.
According to Wyatt, Oswalt & Ochoa (2017) a study conducted in The University of Texas at San Antonio, on Mental Health and Academic
Performance of First-Year College Students. The results showed that by classification, there were differences in mental health diagnoses, with first-year
students reporting greater rates of self-injury and seriously considering suicide. Mental health variables have a greater impact on academic performance
among upperclassmen.

Purpose

The purpose is to study AcademicStress, Anxiety, Depression, Resilience and Mental Well Being among college students.

Hypothesis

1. There will be a negative significant relation between Academic Stress and Mental Well-Being.
2. There will be a positive significant relation between Depression and Stress.
3. There will be a positive significant relation between Depression and Anxiety.
4. There will be anegative significant relation between Perceptions of Academic Stress and Resilience.

Procedure

The goal of the study was explained to the participants, and the surveys were filled out using Google forms. Each participant was thanked for their
assistance. The participants were given standardized psychological tests to complete.

Measures

1. Depression Anxiety Stress Scale (DASS-21): The Depression, Anxiety, and Stress Scale - 21 Items (DASS-21) is a collection of three self-
report scales that assess depression, anxiety, and stress, developed by Lovibond&Lovibond (1995). It consist of 21 items on a 4 point Likert
scale.
2. Perceptions of Academic Stress (PAS) scale: The Perceptions of Academic Stress was developed by (Bedewy and Gabriel,2015) it is an
18-item scale on a 5 point Likert scale to measure perceptions of academic stress.
 International Journal of Research Publication and Reviews Vol (2) Issue (10) (2021) Page 11-17 14

3. Brief Resilience Scale (BRS): TheBRS as developed by (Smith, Dalen, Wiggins, Tooley, Christopher, & Bernard, 2008) is a six-item
resilience test that focuses on the ability to bounce back from stress and adversity. On a 5-point Likert scale, responses range from Strongly
Disagree (1) to Strongly Agree (5).
4. The Warwick–Edinburgh Mental Well-being Scale (WEMWBS): as developed by Tennant et al., (2006). WEMWBS is a 14-item
mental-health scale that covers subjective well-being and psychological functioning. All the items are positively worded and address
components of good mental health. The scale is graded by adding up responses on a 1 to 5 Likert scale for each topic. The sca le has a
minimum score of 14 and a maximum score of 70.

Method

Sample

A total of 50 college students participated from across Pune City in the study. The age of the subjects ranges from 18 to 25 years.

Analysis Of Data

Results

Table 1: Shows N, Median and Standard Deviation

Perception of Academic
Mental Well Being Depression Anxiety Stress Resilience
Stress

N 50 50 50 50 50 50
Mean 52.3 47.4 25.1 23.9 26.5 3.13
Standard
7.56 9.35 8.47 7.68 7.94 0.493
deviation

Table 2: Shows correlation matrix between all the variables

Perception of
Resilience Mental Well Being Depression Anxiety Stress
Academic Stress

Resilience —
Perception of
-0.379 ** —
Academic Stress
Mental Well Being 0.321 * -0.310 * —
-
Depression -0.238 0.054 ** —
0.368
-
Anxiety -0.155 -0.089 0.623 *** —
0.164
-
Stress -0.050 0.047 0.573 *** 0.605 *** —
0.247

Note. * p < .05, ** p < .01, *** p < .001

Discussion of Results

The results found out that there is a negative significant correlation (r=-0.379, p < .05) between Perceptions of Academic Stress and Resilience. The
results found that there is a negative significant correlation between Mental well Being & Perception of Academic Stress (r= -0.310, p < .05). The
results also found out that there is a positive significant correlation (r=0.321, p < .05) between Mental Well-being and Resilience. Further,the results
found out that there is a negative significant (r= -0.368, p < .01) correlation between Mental Well-being and Depression. The results found out that
there is a positive significant correlation (r=0.623, p< .001) between Depression and Anxiety and a positive significant correlation (r=0.573, p< .001)
between depression and stress. The results found out that there is a positive significant correlation (r= 0.605, p < .001) between Anxiety and Stress.
According to Reddy, Menon, Thattil (2018), a study was conducted on Academic Stress and its sources among University Students. The results found
that personal inadequacy, fear of failure, interpersonal difficulties with teachers, teacher-pupil relationships, and poor study facilities were all
investigated further, with gender inequalities discovered. Understanding the sources of stress will aid school psychologists and counsellors in
developing effective counselling modules and intervention measures to help kids cope with stress.
According to Teh, Wei Ngo, Zulkifli, Vellasamy, Suresh (2015) a cross- sectional study conducted on Depression, Anxiety and Stress among 397
Undergraduate Students. The results found out that, Depression, anxiety, and stress were found to be prevalent in 30.7 per cent, 55.5 per cent, and 16.6
per cent of the population, respectively, with symptoms ranging from mild to severe. Multiple logistic regression reveals str ong links between
 International Journal of Research Publication and Reviews Vol (2) Issue (10) (2021) Page 11-17 15

depression and relationship status, social life, and total family income each month. There are significant links between ethnicity and monthly total
family income and stress.
According to Yumba, (2010) a study conducted on academic stress, results revealed that Academic sources of stress revealed to be the most distressing
for all students, as a result of the pressure resulting from course overloads and academic evaluation procedures. As least stressful, a number of personal,
familial, and social elements were identified. Female first-year undergraduates reported higher levels of stress than male students.
In a review study by Bhujade (2017) it was suggested that mentor-trainee programs should be compulsory for all students in colleges as college
students face a lot of psychiatric morbidities, emotional problems. Further, it was suggested that preventive measures such as counselling centers should
be set up for college students.

Conclusion

With the constraints of employment, family, study, and other everyday commitments, college students' lives are extremely stressful. As a result, this
research is valuable in gaining insight and understanding into the mental health of college students. It may be deduced from the study's findings that
depression, anxiety, and stress are all highly linked. The majority of college students suffer from depression, anxiety, and stress, which are frequent
psychological issues that can harm their professional development as well as their academic performance and ever yday routines. Undergraduates can
benefit from health education programmes, mentorship, and a reduction in information overload in the curriculum, all of which can help them cope
more effectively with the demands of higher education. College students' mental health has to be treated more thoroughly, and college teaching
approaches need to be scrutinized more closely. It is also advised that all colleges have a mandatory mentor -mentee programme. Each college should
develop a student health committee composed of mental health professionals. Regular seminars and workshops for teachers and college students on
various themes of psychological difficulties and their coping techniques should be held on a regular basis.

References:

(2020, May 25). Boingboing.https://www.boingboing.org.uk/resilience/definitions-resilience/

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (DSM-5), Fifth edition. 2013.

Bataineh, M. (2013). ACADEMIC STRESS AMONG UNDERGRADUATE STUDENTS: THE CASE OF EDUCATION FACULTY AT KING
SAUD UNIVERSITY. International Interdisciplinary Journal of Education, Volume 2(Issue 1).

Bataineh, M. Z. (2013). Academic stress among undergraduate students: the case of education faculty at King Saud University. International
interdisciplinary journal of education, 1(1033), 1-7.

Bhujade, V. M. (2017). Depression, anxiety and academic stress among college students: A brief review. Indian Journal of Health and Wellbeing, 8(7),
748-751.

Coker, A. O., Coker, O. O., &Sanni, D. (2018). Psychometric properties of the 21-item depression anxiety stress scale (DASS-21). African Research
Review, 12(2), 135-142.

Das, P. P. P., &Sahoo, R. (2012). Stress and Depression among post-graduate students. International Journal of Scientific and Research Publication,
2(7), 1-5.

Deb, S. (2015). Academic Stress, Parental Pressure, Anxiety and Mental Health among Indian High School Student. International Journal of
Psychology and Behavioral Sciences. Published. https://doi.org/10.5923/j.ijpbs.20150501.04

Deb, S., Strodl, E., & Sun, H. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International
Journal of Psychology and Behavioral Science, 5(1), 26-34.

Galderisi, S., Heinz, A., Kastrup, M., Beezhold, J., & Sartorius, N. (2015). Toward a new definition of mental health. World Psychiatry, 14(2), 231.

Granlund, M. (2021). Definitions and Operationalization of Mental Health Problems, Wellbeing and Participation Constructs in Children with NDD:
Distinctions and Clarifications. International Journal of Environmental Research and Public Health. Published.

Hassan, N. C. (2019). Depression, anxiety and stress among postgraduate students in faculty of education of a public university in Malaysia. Malaysian
Journal of Medicine and Health Sciences, 15(101).

In, I. J. I. P. (2016). The International Journal of Indian Psychology, Volume 3, Issue 4, No. 68. RED'SHINE Publication. Inc.

Kaliisa, M. (2019). Academic stress, anxiety and depression among adolescents in NakirebeMpigi District (Doctoral dissertation, Makerere
University).
 International Journal of Research Publication and Reviews Vol (2) Issue (10) (2021) Page 11-17 16

Kamble, R. (2018). ACADEMIC STRESS AND DEPRESSION AMONG COLLEGE STUDENTS. International Journal of Current Research,
10(12).https://doi.org/10.24941/ijcr.33132.12.2018

Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). ―Lifetime prevalence and age-of-onset distributions of
DSM-IV disorders in the National Comorbidity Survey replication": Erratum.

Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of
DSM-IV disorders in the National Comorbidity Survey Replication. Archives of general psychiatry, 62(6), 593-602.

Kessler, RC, et al. Lifetime Prevalence and Age-of-Onset Distributions of DSM-IV Disorders in the National Comorbidity Survey Replication. Arch
Gen Psychiatry. 2005;62(6):593602. http://archpsyc.jamanetwork.com/article.aspx?articleid=208678

Khan, M. J., Altaf, S., &Kausar, H. (2013). Effect of Perceived Academic Stress on Students' Performance. FWU Journal of Social Sciences, 7(2).

Kumaraswamy, N. (18–12-12). Academic Stress, Anxiety and Depression among College Students- A Brief Review. International Review of Social
Sciences and Humanities, Vol. 5.

Kumaraswamy, N. (2013). Academic stress, anxiety and depression among college students: A brief review. International review of social sciences and
humanities, 5(1), 135-143.

Kumari, A. (2014). EXAMINATION STRESS AND ANXIETY: A STUDY OF COLLEGE STUDENTS. Global Journal of Multidisciplinary Studies,
Volume 4(01).

Kumari, A., & Jain, J. (2014). Examination stress and anxiety: A study of college students. Global Journal of Multidisciplinary Studies, 4(1), 31-40.

Lee, J., Jeong, H. J., & Kim, S. (2021). Stress, Anxiety, and Depression Among Undergraduate Students during the COVID-19 Pandemic and their Use
of Mental Health Services. Innovative Higher Education. Published.https://doi.org/10.1007/s10755-021-09552-y

Mental Health Match. (2021, August 2). 101 Inspiring Mental Health Quotes.https://mentalhealthmatch.com/articles/anxiety/inspiring-mental-health-
quotes

Mental health: strengthening our response. (2018, March 30). World Health Organization. https://www.who.int/news-room/fact-sheets/detail/mental-
health-strengthening-our-response

Minchekar, V. S. (2018). Academic stress and depression among college students. Int J Curr Res, 10(12), 76429-76433.

Mutalik, N. (2016). Depression, Anxiety, Stress among College Students in Bagalkot: A College Based Study. The International Journal of Indian
Psychology, Volume 3(Issue 4).

Mutalik, N. R., Moni, S., Choudhari, S. B., &Bhogale, G. S. (2016). Depression, anxiety, stress among college students in Bagalkot: A college-based
study. life, 9, 10.

National Institute of Mental Health. (Data from 2013 National Survey on Drug Use and Health.) www.nimh.nih.gov/health/statist ics/prevalence/major-
depression-among-adults.shtml

Paramita, P. (2012). STRESS AND DEPRESSION AMONG POSTGRADUATE STUDENTS. International Journal of Scientific and Research
Publications, 2(7).

PRABU, D. P. (2015). A Study on Academic Stress among Higher Secondary Student. International Journal of Humanities and Social Science
Invention, Volume 4(Issue 10).

Prabu, P. S. (2015). A study on academic stress among higher secondary students. International Journal of Humanities and Social Science Invention,
4(10), 63-68.

Prabu, P. S. (2015). A study on academic stress among higher secondary students. International Journal of Humanities and Social Science Invention,
4(10), 63-68.

Reddy, K. (2018). Academic Stress and its Sources among University Students. Biomedical & Pharmacology Journal, 11.

Reddy, K. J., Menon, K. R., &Thattil, A. (2018). Academic stress and its sources among university students. Biomedical and Pharmacology Journal,
11(1), 531-537.

Scale, O. Operational Definitions Numbers and Precision Scales of Measurement.

Shamsuddin, K. (2013). Correlates of depression, anxiety and stress among Malaysian university students. Asian Journal of Psychiatry. Published.

Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: assessing the ability to bounce back.
International journal of behavioural medicine, 15(3), 194-200.

Srivastava, N. (2020). Depression, Anxiety and Stress, and Family Affluence among College Students during COVID-19 Pandemic. International
Journal of Science and Research (IJSR), Volume 9(Issue 11).

Stewart-Brown, S., &Janmohamed, K. (2008). Warwick-Edinburgh mental well-being scale. User guide. Version, 1.

Teh, C. (2015). Depression, Anxiety and Stress among Undergraduate Students: A Cross-Sectional Study. Open Journal of Epidemiology, 5(4).

Teh, C. K., Ngo, C. W., bintiZulkifli, R. A., Vellasamy, R., & Suresh, K. (2015). Depression, anxiety and stress among undergraduate students: A
cross-sectional study. Open Journal of Epidemiology, 5(04), 260.

Trigueros, R., Padilla, A. M., Aguilar-Parra, J. M., Rocamora, P., Morales-Gázquez, M. J., &López-Liria, R. (2020). The influence of emotional
intelligence on resilience, test anxiety, academic stress and the Mediterranean diet. A Study with university students. International journal
of environmental research and public health, 17(6), 2071.

Vasugi, S. (2019, April). Depression, Anxiety and Stress among Postgraduate Students in Faculty of Education of a Public University in Malaysia.
Malaysian Journal of Medicine and Health Sciences. Published.

What Is Depression? (n.d.). Web Starter Kit. Retrieved September 30, 2021, fromhttps://www.psychiatry.org/patients-families/depression/what-is-
depression

What is resilience? Definitions of resilience.

Wyatt, T. J., Oswalt, S. B., & Ochoa, Y. (2017). Mental Health and Academic Performance of First-Year College Students. International Journal of
Higher Education, 6(3), 178-187.

Yarlagadda, S. (2021). Online Learning in Covid-19: A Study on the Emotional Intelligence, Self-Efficacy and Mental Well-Being of Female
University Students. International Journal of Research Publication and Reviews, 2(9).

Yumba, W. (2010). Academic stress: A case of the undergraduate