Dahir Mohamed Ali, Jeilani Abdulkadir
Faculty of Education, Mogadishu University, Mogadishu University, Somalia.
Faculty of Computer Science & IT, Mogadishu University, Mogadishu, Somalia.
F1000Res. 2025 May 30;13:1108. doi: 10.12688/f1000research.155275.2. eCollection 2024.
Academic stress is a significant factor affecting students' psychological well-being, particularly in higher education. Understanding the mediating roles of social support and self-efficacy can provide insights into how these factors influence students' psychological well-being in public and private universities.
The study examined the mediating roles of social support and self-efficacy in the relationship between academic stress and psychological well-being among university students in Mogadishu, Somalia. Utilizing a stratified sampling technique, data were collected from 663 students across public (52.6%) and private (47.4%) universities through a structured questionnaire and analyzed using path analysis to assess direct and indirect effects. Structural equation modeling technique was used for data analysis.
The analysis revealed a significant direct effect of academic stress on psychological well-being (β = 0.087, p = 0.001). Social support was significantly related to Academic stress (β = 0.117, p = 0.031) and self-efficacy (β =0.088, p = 0.021). However, both social support (β = 0.099, p = 0.000) and self-efficacy (β = 0.646, p = 0.000) were significantly related to psychological well-being. The mediating analysis showed that social support partially mediated the relationship between academic stress and psychological well-being (Indirect effect = 0.012, CI [0.002, 0.024], p = 0.000), while self-efficacy did not mediate this relationship (Indirect effect = 0.057, CI [0.006, 0.111], p = 0.068).
The findings suggest a significant positive impact of academic stress on psychological well-being, while social support partially mediates this relationship, highlighting its buffering role. Conversely, self-efficacy, although positively contributing to psychological well-being, does not mediate the effect of academic stress. These results underscore the importance of robust social support systems and targeted interventions to enhance students' coping mechanisms and overall psychological well-being. Study limitations and implication are discussed.
学业压力是影响学生心理健康的一个重要因素，在高等教育中尤为如此。了解社会支持和自我效能感的中介作用，可以深入了解这些因素如何影响公立和私立大学学生的心理健康。
本研究考察了社会支持和自我效能感在索马里摩加迪沙大学生学业压力与心理健康关系中的中介作用。采用分层抽样技术，通过结构化问卷从公立大学（52.6%）和私立大学（47.4%）的663名学生中收集数据，并使用路径分析评估直接和间接效应。采用结构方程建模技术进行数据分析。
分析显示学业压力对心理健康有显著的直接影响（β = 0.087，p = 0.001）。社会支持与学业压力（β = 0.117，p = 0.031）和自我效能感（β = 0.088，p = 0.021）显著相关。然而，社会支持（β = 0.099，p = 0.000）和自我效能感（β = 0.646，p = 0.000）均与心理健康显著相关。中介分析表明，社会支持部分中介了学业压力与心理健康之间的关系（间接效应 = 0.012，CI [0.002, 0.024]，p = 0.000），而自我效能感并未中介这种关系（间接效应 = 0.057，CI [0.006, 0.111]，p = 0.068）。
研究结果表明学业压力对心理健康有显著的正向影响，而社会支持部分中介了这种关系，凸显了其缓冲作用。相反，自我效能感虽然对心理健康有积极贡献，但并未中介学业压力的影响。这些结果强调了强大的社会支持系统和有针对性干预措施对于增强学生应对机制和整体心理健康的重要性。讨论了研究的局限性和意义。
