ACADEMIC PRESSURE AND MENTAL HEALTH AMONG FINAL-YEAR STUDENTS IN NIGERIAN TERTIARY INSTITUTIONS

Abstract

The growing burden of academic demands has made academic pressure an important concern among university students, especially final-year students who are confronted with multiple challenges associated with completing their studies This study examined the relationship between academic pressure and mental health among final-year students in Nigerian tertiary institutions. A cross-sectional survey design was employed, with data collected from 116 final-year undergraduates (75.9% female; mean age = 23.4 ± 2.1 years) selected via stratified random sampling from public and private universities. Participants completed standardized measures including the Depression Anxiety Stress Scale (DASS-21) and a validated Academic Pressure Inventory. Descriptive statistics revealed that 79.3% of students experienced severe pressure to maintain high grades, while 63.8% reported moderate-to-severe emotional exhaustion. Pearson’s correlation analysis demonstrated a strong positive relationship between academic pressure and mental health symptoms (r = 0.72, p < .001). Multiple regression analysis indicated that academic pressure significantly predicted mental health outcomes (β = 0.58, p < .001), accounting for 54% of the variance (R² = 0.54). Gender differences were significant (t(114) = -3.21, p = .002), with female students reporting higher stress levels (M = 3.92, SD = 0.87) than males (M = 3.45, SD = 0.91). Institutional type also moderated outcomes, as public university students exhibited 18.5% worse mental health scores than private university counterparts (F(2,113) = 5.78, p = .004). These findings align with Conservation of Resources Theory, suggesting that chronic academic demands deplete students’ psychological reserves. The study highlights the urgent need for institutional reforms, including accessible counseling services, workload adjustments, and gender-sensitive support programs. These results contribute to global discourse on student wellbeing while emphasizing context-specific interventions for Nigerian higher education.