Academic Stress Coping Responses and Mental Wellbeing Among Intermediate Students in Lahore

Abstract

Academic stress and coping may be associated with adolescent mental well-being, but associations alone do not establish stress buffering. This cross-sectional study examined these relationships among intermediate students in Lahore. An online survey yielded 300 consenting respondents aged 17–19 years. Study-administered adaptations assessed academic stress, coping responses, and mental well-being. Analyses included correlations, hierarchical regression, and sensitivity checks for scoring and standard-error assumptions. Academic stress correlated positively with well-being (r = .459, p < .001), while total coping correlated with stress (r = .609) and well-being (r = .554), both p < .001. Stress and coping jointly explained 33.3% of well-being variance among 293 respondents with usable coping totals. The stress-by-coping interaction was not statistically significant (B = 0.0128, 95% CI [−0.0004, 0.0260], p = .057; ΔR² = .008). An exploratory five-item coping interaction and sensitivity analyses also did not establish moderation. Restricted response options, duplicated item wording, and substantial ceiling concentration constrain interpretation. The findings identify concurrent associations but provide insufficient evidence that coping moderated the stress–well-being relationship. The positive stress association should not be interpreted as beneficial effects of pressure. Further studies should use validated measures, prospective designs, and clearly documented sampling and consent procedures.