Academic Stress and Students’ Interpersonal Skills in Higher Education: A Social Psychological Perspective

Abstract

This study aimed to assess the level of academic stress among students at the higher education level, explore students’ interpersonal skills, and analyse the effect of academic stress on interpersonal skills. The framework was based on the model of academic stress proposed by Lin and Chen (2009), which includes seven factors: teachers, results, tests, studying in groups, peers, time management stress, and self-inflicted stress. The model of interpersonal skills developed by Skills You Need (2011) was also adopted, encompassing four factors: listening skills, emotional intelligence, verbal communication, and communicating in groups. A quantitative research approach and correlational research design were employed. The study was delimited to the departments of Education, Psychology, Mass Communication, and Governance and Public Policy under the Faculty of Social Sciences, National University of Modern Languages. A total population of 2,102 students enrolled in session 2025 constituted the study population. Using a simple random sampling technique, a target sample of 340 students (16% of 2,102) was selected. The data received consisted of 279 responses, resulting in an 82% response rate. The findings revealed that 70% of students reported a high level of academic stress, while 89% demonstrated an average level of interpersonal skills. The results further indicated that academic stress had a zero percent effect on students’ interpersonal skills. The study recommended organizing academic activities as an effective way to cope with academic stress. Students should develop time management skills and maintain a balance between educational and social lives. Teachers should be trained to communicate time management strategies to help students manage stress and sustain positive interpersonal relationships.