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 Journal of Reproducible Research (JRR)
No. (2) – Volume (2) - 2024 - e- ISSN - 2948-5282

Reviewing Impacts of Academic Pressure on Mental Health Through Automatic Online

Assessment
1
K. M. Tahsin Kabir , 2Md. Sayem Kabir , 3Mian Mohammad Rassel , 4Tasnim Sultana Sintheia, ,
5
Kazi Tanvir , 6Mohamed Kaisarul Haq , 7Farzana Nazera and 8Valliappan Raju
1,2,3,4
Department of Computer Science, American International University-Bangladesh, Bangladesh
5
Department of Mathematics, School of Advanced Sciences, Vellore Institute of Technology, Vellore, India
6
Shannon School of Business, Cape Breton University, Nova Scotia, Canada
7
Post-Doctoral fellow, Jesselton University College, Sabah, Malaysia
8
Director of Research, Perdana University, Malaysia
*Corresponding Author: [Link]@[Link]

Information of Article ABSTRACT

Article history:
Emotional, psychological, and social well-being are all components of mental health, which affects how
Received: Feb 2024
people feel, think, and behave. It impacts how people manage stress, interact with others, and make
Revised: Mar 2024
decisions in life, making it crucial for general health. The strain of academics can harm mental health,
Accepted: April 2024
causing stress, anxiety, and burnout in students. This can frequently lead to insufficient sleep and an
Available online: June 2024
unbalanced lifestyle. This study looks at how daily activities are impacted by mental health and the effects
Keywords:
of academic pressure on mental health. It investigates how academic pressures like the pressure to
Mental Health
maintain high grades and the fear of failing affect mental well-being. The study looks at coping strategies
Academic Pressure
for stress management, such as looking for social support and taking part in mental health development
Online assessment
activities. It emphasizes the significance of offering efficient support services to address the worries and
Stress management
differences in students' confidence in their capacity to cope. It also emphasizes how crucial it is to
Digital intervention
incorporate digital interventions into conventional mental health treatment frameworks to meet the varied
needs of individuals better. The study offers insightful information that helps educators, legislators, and
mental health specialists create successful student assistance plans.

1. Introduction
Emotional, psychological, and social aspects of mental health are all essential to total well-being. It affects how
people feel, think, and behave in day-to-day situations, which has an impact on their capacity to manage stress, form
connections, and make decisions. Mental well-being is essential for personal and professional growth, fostering
resilience and adaptability in the face of challenges. Conversely, poor mental health can lead to issues such as anxiety,
depression, and other mental disorders, significantly impacting the quality of life. How crucial mental health is has
gained increasing recognition recently, highlighting the need for accessible and effective services. However,
encouraging youth to have healthy mental health, whether they have mental disorders or not, has received little
empirical research attention, and there is a lack of well-established efficient treatments. One reason for this is the
challenge in defining and operationalizing good mental health. It can be defined as a state of well-being that makes it
possible for people to manage typical life stresses and carry out productive tasks. Interventions that are both universal
and specific are required to address this and advance mental health. (Fusar-Poli et al., 2020).
For students, academic life introduces unique pressures that can adversely affect their mental health, leading to
stress, anxiety, and burnout. According to a comprehensive global survey including 14,000 students from 19
universities in eight different countries, 35% of them satisfied the diagnostic requirements for at least one prevalent
mental health disorder. Higher rates of depression are reported by university students than by age-matched peers and
the overall population, which is 12.9%. (Sheldon et al., 2021). These pressures often disrupt sleep patterns and
contribute to an unbalanced lifestyle, further exacerbating mental health challenges (Merlo & Vela, 2022) Given the

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pervasive impact of academic stress on student well-being, investigating the connection between academic pressures
and mental health is crucial, to identify effective coping strategies, and develop supportive interventions.
While it is generally believed that mental health improves as individuals transition into adulthood, the rates of
depression remain high among university students. Between high school and college, depression is common; thirty
percent of students in high school experience depression. Many new university students are thus vulnerable to
encountering depression (Deng et al., 2022). As students advance to higher levels of education, factors such as
challenging syllabi, demanding assignments, unrealistic deadlines, and accommodation problems for those moving
from other cities contribute to increased stress. The university experience itself can exacerbate depression symptoms,
which vary throughout the academic years. Depressive disorders are strongly linked to both subjective and objective
experiences, and students' varying experiences of depression are partly caused by the stress of university life. (Deng et
al., 2022).
This study investigates the daily life impacts of mental health issues and examines how academic demands
influence students' mental well-being. Additionally, it highlights the importance of incorporating digital interventions
into traditional mental health frameworks to provide more comprehensive support tailored to individual needs.
2. Literature Review
The concept of mental health is complex and has a big impact on people's quality of life. According to (Tahara et
al., 2021), mental health encompasses how individuals handle stress, and make life choices. The (World Health
Organization, 2022) and (Bhagat et al., 2020) stated that mental well-being is a crucial component of total health
because it enables people to reach their full potential, manage everyday stressors, work efficiently, and give back to
their communities. Academic pressure is a prominent stressor among students, with numerous studies documenting its
detrimental effects on mental health. (Zhang et al., 2022) found that academic stress is a leading cause of anxiety and
depression in students. Stress levels were raised because of high expectations, fear of failing, and the constant pursuit
of academic achievement, which led to burnout and mental tiredness. (Collin et al., 2020). This stress often leads to
poor sleep quality and an unhealthy lifestyle, further affecting students' mental and physical well-being (Hanawi et al.,
2020).
Incorporating digital interventions into mental health treatment has become more popular in the past few years.
Digital mental health interventions, including mobile apps and online counseling, offer flexible and accessible options
for students seeking help (Liverpool et al., 2020). These therapies can be used in addition to traditional in-person
treatment, offering ongoing assistance and resources that are especially helpful for people who might have trouble
obtaining traditional programs (Lehtimaki et al., 2021). The use of technology in mental health care also allows for
personalized and scalable solutions that can address the diverse needs of the student population (Topooco et al., 2022).
In higher education contexts, the mental health of students has been increasing concern, with evidence showing high
prevalence rates of mental health issues. Ramón-Arbués et al. (2020) found that approximately one-fourth of college
students report significant levels of anxiety and depression. Similarly, Cage et al. (2021) highlighted that the change
to university life brings unique challenges that can exacerbate existing mental health issues or contribute to the
development of new ones. This transition period often coincides with significant developmental changes, adding to the
stress experienced by students (Cage et al., 2021).
Research by (Dekker et al., 2020; Gupta & Sharma, 2021) shows that mental health problems can negatively impact
academic performance, leading to lower grades and higher dropout rates. In a comprehensive study, (Karyotaki et al.,
2020) reported that In at least one of the six categories—financial status, health, relationships with family, relationships
at work or school, issues faced by loved ones—up to 93.7% of college students reported feeling stressed out. The study
also indicated that students are unwilling to seek help due to humiliation and a lack of awareness about available
resources (Tan et al., 2020). The role of faculty and institutional support is crucial in addressing student mental health
issues. A study by Zabek et al. (2023) emphasizes the importance of early identification and intervention, suggesting
that universities should implement comprehensive mental health programs that include screening, counseling, and

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crisis intervention services. Additionally, Watson et al. (2016) promote the inclusion of mental health education in the
curriculum to provide students with coping mechanisms and lessen the stigma attached to mental health conditions.
It has been demonstrated that treatments and preventive strategies are beneficial in lowering the prevalence and
seriousness of mental health issues among students. For instance, (Sullivan et al., 2023) discovered that resilience
training courses can considerably lessen anxiety and depressive symptoms. Programs for mindfulness-based stress
reduction (MBSR) have also been demonstrated to enhance students' mental health results. (Fisher et al., 2023).
Similarly, group therapy and peer support programs provide valuable emotional support and practical advice,
enhancing students' capacity to deal with stress (Lancaster et al., 2023; Simmons et al., 2023).
Moreover, lifestyle factors such as sleep, diet, and exercise play a significant role in maintaining good mental
health. A study by Christodoulou et al. (2023) highlighted the adverse effects of poor sleep on academic performance
and mental health, emphasizing the need for good sleep. Physical activity has been consistently linked to improved
mental health outcomes, with regular exercise reducing signs of anxiety and sadness (Vella et al., 2023). Nutrition also
plays a critical role, with research indicating that a balanced diet can improve mood and cognitive function (ElBarazi
& Tikamdas, 2023). The importance of addressing mental health in educational settings is underscored by the long-
term benefits of early intervention. Studies have shown that mental health problems during college years can have
lasting effects on career success and overall life satisfaction (Allan et al., 2021). Therefore, establishing a nurturing
atmosphere that promotes mental well-being is essential for the academic and personal success of students.
In conclusion, understanding the impact of academic pressure on mental health and identifying effective coping
strategies are essential for developing supportive interventions for students. The integration of digital solutions into
mental health care frameworks holds promise for enhancing the accessibility and efficacy of mental health support.
This study aims to contribute to this body of knowledge by exploring the daily impacts of mental health issues on
Bangladeshi students and the role of academic stress, ultimately informing the development of comprehensive student
support programs.
3. Methodology
3.1 Research Questions
The intricate relationship between results and mental health will be examined in this study. The following major
research questions will be its main focus:
• What are the specific factors contributing to the prevalence of mental health concerns among students,
including difficulties with concentration, academic exhaustion, and social withdrawal?
• How do different academic stressors, such as pressure to maintain high grades, fear of failure, and comparison
with peers, impact the overall well-being and academic performance of students?
• What are the most commonly utilized coping mechanisms among students to manage stress and overwhelm,
and how effective are these strategies in promoting resilience and mental well-being?
• What are the barriers to accessing support systems for students experiencing mental health concerns, and how
can these barriers be addressed to improve the availability and effectiveness of support services?
• How do individual characteristics, such as demographic factors and personality traits, influence students'
experiences of academic stress and their utilization of coping mechanisms and support systems?
• What are the most effective strategies for integrating mental health support services into academic settings
and promoting a supportive learning environment that fosters student well-being and academic success?
3.2 Data Collection
We conducted online surveys and interviews with a wide range of people and stakeholders in Bangladesh to obtain
primary data. This required interacting with the students of universities, and researchers.

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5. Data Analysis, Results and Discussion

The data about respondent's conditions regarding changes in their sleeping patterns is displayed in table 1. The
statistics showed that while 23% of people did not notice any changes, 55.2% of people said they had noticed changes
in their sleeping patterns. Furthermore, 21.8% of respondents were unsure if their sleeping habits had changed in any
way.
Table 1: Finds any changes in sleeping patterns
Changes in Sleep Patterns Percentage (%)
Yes 55.2
No 23
Maybe 21.8

The information about respondent's conditions on changes in their eating habits is provided in table 2. The statistics
showed that 58.6% of people said they noticed changes in their eating patterns. 32.2%, on the other hand, reported no
changes in their eating patterns. Furthermore, 9.2% of respondents expressed uncertainty regarding any dietary
modifications they may have made.
Table 2: Finds any changes in eating habits
Changes in Eating Habits Percentage (%)
Yes 58.6
No 32.2
Maybe 9.2

The data about respondent’s experiences focusing on their studies is displayed in figure 1. The statistics showed
that 70.1% of people said it was hard for them to focus on their schoolwork. It was observed that 12.6% of respondents
did not find it difficult to focus on their academics, while 17.2% of respondents were unsure.
Figure 1: Experiences with concentrating on studies

No, 12.6

Maybe, 17.2

Yes, 70.1

The table 3 displays information on people's levels of concern about their academic achievement expectations.
With 64% of the respondents falling into the "Concerned" category, the greatest group exhibits a high degree of worry
regarding their academic achievement. Just 16% of respondents identify as "Moderately concerned," indicating a

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moderate level of anxiety. Lastly, 7% of respondents said they are "Not Concerned" about their academic performance,
demonstrating a lack of anxiety around reaching their academic goals. According to this distribution, a sizable portion
of people are concerned about their academic achievement, with very few people expressing no anxiety at all.
Table 3: Concerns About Performance in Academic Expectations
Concerns Percentage (%)
Concerned 73.56
Moderately concerned 18.39
Not Concerned 8.05

Figure 2 highlights several academic pressures along with the proportion of people who are impacted by them.
"Pressure to maintain a high GPA" is the most common stressor, affecting 68.97% of the respondents. The "Fear of
failure," which impacts 50.57% of respondents, comes next. Another major source of stress, as mentioned by 44.83%
of the respondents, is "difficulty with coursework". Concerns about "unrealistic expectations from others" impact
31.03% of respondents, whilst 20.69% are impacted by "comparison with peers". Just 1.15 percent of respondents
mentioned "Other" pressures that are not described in the figure. This data shows that most respondents’ main sources
of academic stress are keeping a high GPA and their fear of failing.
Figure 2: Possible academic stressors

Others

Comparison with peers

Unrealistic expectations from others

Fear of failure

Difficulty with coursework

Pressure to maintain a high GPA.

0 10 20 30 40 50 60 70 80
In percentage

The percentages of people divided into groups according to how confident they are in their ability to overcome
obstacles are shown in Table 4 labeled "Ability to Cope with Challenges". Based on the findings, 43.6% of participants
said they were "Very confident" in their capacity to overcome obstacles. 34.5%, a sizable portion, describe themselves
as "Moderately confident." Nonetheless, "Not at all confident" in their ability to cope, 21.8% of the respondents feel.
According to this distribution, the majority of people (56.3%) are at least somewhat not confident in their capacity to
face challenges, while a lesser percentage (43.6%) are confident.
Table 4: Ability to Cope with Challenges
Confident Percentage (%)
Very confident 43.6
Moderately confident 34.5
Not at all confident 21.8

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Figure 3 illustrates the many coping mechanisms respondents use to deal with stress and the proportion of people
who use each one. Talking to friends or family is the most often employed coping method, as reported by 65.52% of
the respondents. With 37.93% of respondents, "engaging in hobbies or activities you enjoy" is the second most
preferred tactic. "Exercising" (16.09%) and "Practicing relaxation techniques" (14.94%) are two more noteworthy
approaches. Fewer respondents, 12.64%, choose "Others" as a coping strategy, whereas 10.34% choose "Using
substances (e.g., alcohol, drugs)." Finally, 9.2% of the respondents use the statement "Seeking professional help or
counseling". According to the study, social and recreational activities are preferred as the main ways that people deal
with stress.
Figure 3: Coping Mechanisms Used When Feel Stressed or Overwhelmed

70

60

50
In parcentage

40

30

20

10

0
Talking to Exercising Practicing Engaging in Seeking Using Others
friends or relaxation hobbies or professional substances
family techniques activities you help or (e.g., alcohol,
enjoy counseling drugs)

According to the above data analysis, it is found that around 61.3% of respondents face mental health-related issues.
In this study, around 91.95% of respondents are feeling pressure due to academic expectations whereas around 70%
of respondents feel it due to maintaining a high GPA. Whereas only 43.6% of respondents can manage this stress by
themselves by using the options “Talking to friends or family” and “Engaging in hobbies or activities they enjoy”.
56.3% of respondents cannot manage their stress which will lead them to stress, anxiety, and burnout according to
previous studies. As the stress-manageable respondents the most used way to manage stress is talking to someone, we
need a way to provide the non-stress-manageable respondents with whom they can share their words to someone. For
this reason, we suggested an online consultation after assessing the student's mental health automatically through some
steps. Firstly, as most of the students feel stress due to maintaining their GPA, we will collect their regular results
through their institute's student management system. And a mandatory general survey will be done every week for the
students. Based on these the results analysis will be done, and an evaluation grading will be done for every student
based on 0 to 10. Those who will get lower than 5 in the evaluation, their details will be shared with a mental health
expert so that he can take necessary steps to reduce these students' stress and feel and make them better persons.

7. Conclusion
In conclusion, the study underscores the significant impact of academic pressure on the mental health of students,
revealing how stress, anxiety, and burnout are prevalent among them. The data indicates that changes in daily activities,
such as sleep and eating patterns, are common among students facing academic stress. Specifically, 55.2% of
respondents noticed changes in their sleeping patterns, and 58.6% observed changes in their eating habits. Additionally,
a substantial 70.1% of students reported difficulty concentrating on their studies. These findings highlight the pervasive

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influence of academic stress on students' lives. The study also shows that a considerable portion of students, about
91.95%, feel pressure from academic expectations, with the pressure to maintain a high GPA affecting around 70%.
This pressure is a major source of stress, as indicated by the high percentages of students concerned about their
academic performance. Only 43.6% of students feel confident in their ability to cope with these challenges, leaving a
significant 56.3% struggling to manage their stress.
Coping strategies vary, with talking to friends or family and engaging in hobbies being the most common methods
used by students. However, these strategies are not sufficient for everyone, as many students still experience high
levels of stress. To address this, the study suggests the implementation of digital interventions, such as online
consultations with mental health experts. By integrating these services into the students' daily routines, particularly
through regular assessments and automated evaluations, it is possible to identify and support students who are
struggling with stress. This study provides valuable insights for educators, policymakers, and mental health
professionals, emphasizing the need for effective support systems and digital interventions to enhance the mental well-
being of students and help them manage academic pressures more effectively.

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