ACADEMIC STRESS AND ACADEMIC WORKLOAD AS DETERMINANTS OF THE HAPPINESS INDEX AMONG UNIVERSITY STUDENTS

Abstract

University students frequently encounter academic demands that can influence their psychological well-being and overall quality of life. Academic stress arising from examinations, assignments, deadlines, and performance expectations, along with excessive academic load, may negatively affect students' happiness and life satisfaction. The present study aimed to examine the relationship between academic stress, academic load, and the Happiness Index among university students. A quantitative, cross-sectional, correlational research design was employed. A total of 120 undergraduate students aged 18–25 years participated in the study using convenience sampling. Data were collected using the Academic Stress Scale, an Academic Load Questionnaire, and the Satisfaction with Life Scale (SWLS) developed by Diener et al. (1985). The data were analyzed using descriptive statistics, Pearson's Product-Moment Correlation, and Multiple Linear Regression. The findings indicated that academic stress and academic load were significantly and negatively associated with the Happiness Index. Academic stress emerged as the stronger predictor of students' happiness, suggesting that higher levels of perceived academic stress are associated with lower life satisfaction and psychological well-being. The study highlights the importance of developing supportive academic environments, implementing stress-management programmes, and promoting balanced academic workloads to enhance students' happiness and mental health. The findings may assist educators, counsellors, university administrators, and policymakers in designing interventions that foster both academic success and student well-being.