Abstract

The goal of this study was to see how social support affected academically pressured students at the University of Buea’s psychological well-being.

The study was founded on the assumption that university students are frequently confronted with a plethora of academically stressful situations, which frequently lead to psychological collapse.

One of the main points made was that social support might be an important foundation for the psychological well-being of students who are academically pressured.

We anticipated that social support systems such as parental/family support, peer acceptance, teacher support, and the availability of learning resources may contribute to academically pressured kids’ psychological well-being.

The purposive sampling technique was used to select a sample size of 374 academically stressed students.

The instrument used to collect data was the questionnaire. The data collected were analyzed using the Spearman’s correlation test.

Parent/family support (r=0.160; P=0.000), peer acceptance (r=0.140; P=0.000), teachers’ involvement (r= 0.205; P=0.000), and the availability of learning resources (r= 0.417; P=0.000) all had an impact on the psychological well-being of academically stressed students at the University of Buea, according to the findings.

It was established that social support has a strong explanatory power over academically pressured adolescents’ psychological well-being. In that instance, parents and significant others should spend time listening to their children’s problems and offering guidance to those who are currently struggling with challenging situations.

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