Academic Workload and Mental Well-Being: Exploring the Relationship among Undergraduate Students

Abstract

This study examined the relationship between academic workload and mental well-being among undergraduate students in higher education. Mental well-being refers to an individual’s ability to manage emotions effectively, cope with challenges, maintain positive relationships, and function productively in daily life. A quantitative correlational research design was employed to investigate the association between academic workload and mental well-being. The study was conducted in selected public and private universities in Lahore, Pakistan. Using a simple random sampling technique, data were collected from 300 undergraduate students, including both male and female participants. Two adapted instruments were used for data collection: the Academic Workload Scale (α = .908) and the Mental Well-Being Scale (α = .911), indicating high reliability. Data were analyzed using SPSS Version 23. Independent-samples t-tests and one-way ANOVA were applied to examine differences across demographic variables, while Pearson’s correlation coefficient was used to assess the relationship between academic workload and mental well-being.The findings revealed a statistically significant relationship between academic workload and students’ mental well-being, suggesting that variations in academic demands are associated with changes in students’ psychological well-being. The study highlights the importance of maintaining a balanced academic environment that supports students’ mental health while ensuring academic achievement. The findings have implications for university administrators, educators, and policymakers in designing strategies to promote student well-being and academic success.