Academic Stressors and Their Impact on Undergraduate Students at a Private University in Karachi

Abstract

Background: Academic stress is a growing concern in higher education, affecting students’ cognitive functioning, emotional well-being, and academic performance. Although research has identified key stressors globally, limited studies have examined these factors within the local context of Pakistani universities.

Objective: The present study aimed to investigate the extent to which academic factors contribute to stress among undergraduate students at a private university in Karachi, and to explore their effects on academic performance.

Method:  A quantitative, cross-sectional design was used. Data were collected from 150 undergraduate male students through a self-administered questionnaire measuring curriculum and instruction-related stressors, assessment-related pressures, and teacher–student relationship challenges. Descriptive statistics were applied to determine the prevalence of each stressor and its perceived impact on performance.

Results: Findings revealed that curriculum and instruction-related workload was the most significant source of stress, followed by the assessment system and teacher–student relationship issues. More than half of the respondents reported that academic stress negatively affected their concentration, motivation, and study habits.

Conclusion: Curriculum demands, examination pressure, and unsupportive teacher interactions were identified as key stressors that hinder student performance. The study recommends curriculum restructuring, student-centered teaching practices, and improved academic support systems to reduce stress and enhance learning outcomes.