Psychological resources as a mediating factor in the relationship between academic performance stress and mental health among adolescents

Abstract

This study aimed to examine the mediating role of individual psychological resources in the relationship between academic performance stress and mental health among students in Vietnam. The sample consisted of 375 students from secondary schools and high schools in Hanoi. The research instruments included the Strengths and Difficulties Questionnaire (SDQ), the Rosenberg Self-Esteem Scale, the General Self-Efficacy Scale (GSE), the Brief Resilience Scale, and the Academic Stress Performance Events Scale. The analysis revealed that academic performance stress was positively associated with mental health problems, and negatively associated with self-esteem, self-efficacy, and resilience. Mediation analysis indicated that self-esteem and self-efficacy significantly mediated the relationship between academic performance stress and mental health, whereas resilience did not show a mediating effect. The direct effect of academic performance stress on mental health remained significant, suggesting the presence of both direct and indirect pathways. These findings emphasize the importance of psychological resources, particularly self-esteem and self-efficacy, in protecting students from the negative effects of academic stress performance. The results further suggest that school-based intervention programs should focus on enhancing students’ psychological resources in parallel with strategies to manage and reduce performance stress.