Systematic Review on Global Trend in Students’ Academic Stress: Prevalence, Causal Factor, and Psychological Implication

Abstract

Academic stress has become a major global mental health concern among university students. It negatively affects psychological well-being, academic performance, and physical health, yet a comprehensive understanding of its worldwide trends, causes, and impacts over the past 15 years remains limited. This systematic review aims to identify the global prevalence of academic stress and analyze its causal factors and psychological implications from 2010–2025. Using the Systematic Literature Review (SLR) method based on PRISMA 2020, this study searched ScienceDirect (Elsevier) and Google Scholar via Publish or Perish. From 1,498 initial articles, 58 met the inclusion criteria and were assessed using the JBI Critical Appraisal Checklist. Keywords included academic stress, student stress, prevalence, factors, and psychological implications. Results show that 46.6% of studies reported high academic stress, indicating a rising global trend. Academic factors (workload, limited time, academic competition), psychological factors (self-concept, personal stress, low confidence or self-efficacy), social–interpersonal factors (family expectations, lecturer pressure, low social support), and contextual–environmental factors (language barriers, financial issues, limited technology) were identified as key contributors. Academic stress leads to significant psychological, cognitive-motivational, socialbehavioral, well-being, and physiological consequences. Findings highlight the need for psychological interventions, educational reforms, and policies supporting students’ mental health.