Predicting Academic Wellbeing Based on Academic Stress and Personality Traits

One of the most essential psychological characteristics of a healthy individual is a sense of wellbeing. Academic wellbeing is among the factors that play a significant role in increasing studentschr('39') academic performance. One of the variables affecting academic wellbeing is academic stress. Studies suggested that personality traits are associated with academic wellbeing. Academic wellbeing could effectively reduce academic stress and test anxiety. For this purpose, the existence of healthy personality traits in learners is required. Therefore, the present research aimed to predict academic wellbeing based on academic stress and personality traits in students.

This was a correlational study. The statistical population of this study included all students of Islamic Azad University of Kerman Province, Iran, in the academic year of 2019–2020 (N=22907). In total, 400 students were selected as the study sample by a stratified random sampling method. The Perceived Academic Stress Questionnaire (Zajacova et al., 2005), NEO Personality Inventory (Costa and McCray, 1992), and Academic Wellbeing Questionnaire (Tuominen–Soini et al., 2012) were used for data collection. Pearson’s correlation coefficient and multiple regression methods were employed in SPSS for data analysis.

The current study results indicated that academic stress was associated with academic wellbeing (–0.585). Furthermore, among personality traits, extraversion suggested the highest correlation (0.635) with academic wellbeing. Academic stress and personality traits could predict academic wellbeing. Academic stress, with regression coefficient value of B=0.203 (p=0.003), neuroticism personality traits with the value of B=0.412 (p<0.001), extraversion with the value of B=0.325 (p<0.001), openness to experience with a value of B=0.521 (p<0.001), agreeability with a value of B=0.254 (p<0.001), and conscientiousness with a value of B=0.278 (p<0.001) could directly predict academic wellbeing in the explored students.

According to the obtained data, by reducing the level of stress and improving personality traits, academic wellbeing could be increased. If students feel stressed, as a struggle after recognizing their dominant personality traits, their motivation to learn increases; however, if it is too high and threatening, it could lead to academic failure and prevent the emergence of talents and potential abilities and the flourishing of their creative ideas.