How Do Muslim Students Cope with Academic Stress? The Mediating Roles of Religious Coping and Academic Self-Efficacy in Student Well-Being

Abstract

University students face various academic demands, such as heavy workloads, examinations, pressure to achieve, time constraints, and the need to maintain high performance. These conditions can lead to academic stress, which, if not managed effectively, can impact student well-being. Academic stress is not solely linked to academic achievement; it can also affect students' psychological state, learning motivation, and ability to carry out daily activities. Religious aspects for muslim stundents can serve as a psychological resource in coping with academic pressure. This study aims to examine religious coping and academic self-efficacy as mediating variables in the relationship between academic stress and student well-being among Muslim university students. This study can be categorized as quantitative research. Data were collected using questionnaires administered to Muslim student respondents. The collected data were subsequently analyzed using the SEM-PLS software application. The research results indicate that academic stress increases religious coping but decreases academic self-efficacy and student well-being among Muslim university students. Religious coping and academic self-efficacy positively influence student well-being, and both mediate the relationship between academic stress and student well-being through distinct pathways. These findings demonstrate that religious responses and beliefs regarding academic capabilities are linked to student well-being when facing academic pressure. Future research is encouraged to employ longitudinal designs, involve students from diverse regions and institutions, and consider additional factors such as social support and the academic environment.