EXPLORING THE IMPACT OF ACADEMIC STRESS AND ACADEMIC LOAD ON THE HAPPINESS INDEX OF UNIVERSITY STUDENTS: A REVIEW STUDY

Abstract

The increasing prevalence of academic stress and heavy academic workloads has emerged as a significant concern in higher education, influencing not only students' academic performance but also their psychological well-being and overall happiness. University students frequently encounter multiple academic demands, including examinations, assignments, project deadlines, internships, and career-related expectations, which often contribute to heightened stress and reduced life satisfaction. This review paper examines the relationship between academic stress, academic load, and the happiness index of university students through the lens of Positive Psychology. Drawing upon contemporary national and international literature, the paper explores how resilience, optimism, emotional regulation, social support, and engagement contribute to students' subjective well-being despite academic challenges. Furthermore, it highlights the role of community engagement—including peer mentoring, collaborative learning, student organizations, service-learning programmes, and campus well-being initiatives—as a protective factor that enhances resilience and promotes happiness. The review argues that educational institutions should move beyond deficit-focused approaches that solely aim to reduce stress and instead adopt strength-based interventions that cultivate psychological resources and supportive learning communities. Such an approach can improve both academic success and holistic student well-being.