Educating Under Pressure: A Sociological Analysis of Academic Stress and Mental Well-being among Graduate Students in Sindh
DOI:
https://doi.org/10.59525/symbiohealth.1051Keywords:
Academic Stress; Mental Well-being; Graduate Students; Sociology of Education; SindhAbstract
The global crisis in graduate student mental health is well-documented, yet research from low- and middle-income countries (LMICs) remains scarce. This study addresses this gap by conducting a sociological analysis of the nexus between academic stress and mental well-being among graduate students in Sindh, Pakistan, a context marked by significant socioeconomic constraints. A quantitative, cross-sectional design was employed, using a structured questionnaire administered to a stratified random sample of 250 M.Phil. and Ph.D. students from Sindh Agriculture University, Tandojam. Data were analyzed using descriptive statistics, Pearson’s correlation, multiple linear regression, and Chi-square tests. The analysis reveals that academic stress, financial precarity, and gender are significant predictors of poor mental well-being. Fear of unemployment/job insecurity was the highest-ranked stressor (Mean=8.92). Self-funded students were significantly more likely to report severe anxiety (41.2%) than those with grants (8.3%). Female gender was a significant predictor of poorer well-being (β=.121, p=.016). Conversely, social support demonstrated a strong protective effect (β=-.385, p<.001). The findings indicate that psychological distress among graduate students is not an individual failing but a socially structured outcome, produced by a confluence of systemic pressures, economic insecurity, and institutional practices. The study argues for a paradigm shift from pathologizing individual resilience to reforming the socioeconomic and institutional architectures of graduate education in developing contexts.
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