Perceived Impact of Academic Stress on the Mental Health of Engineering Students in Nigerian Universities

Abstract

Aim: University students are a vulnerable population at risk of mental illness. Engineering students represent a sub-population of university students experiencing high academic stress and poor mental health outcomes. Despite the documented impact of academic stress on mental health and learning outcomes globally, engineering students in Nigerian tertiary institutions remain an under-researched group. Little is known about the unique contextual factors that contribute to academic stress and the perceived impact of academic stress on well-being among this group. This cross-sectional survey study examined the prevalence and impact of academic stress on the mental health of engineering students in 12 Nigerian universities, focusing on their unique experiences and the factors that contribute to stress. Five hundred students from Civil, Mechanical, Electrical, Mining, Computer, and Agricultural Engineering departments at 12 universities across two geopolitical regions in Nigeria (Southwest and North Central). These students were invited to complete an anonymous survey. The surveys were distributed in person and online. The data was analyzed using SPSS version 20, and descriptive statistics and T-tests were performed. Transportation to and from class emerged as a major source of stress, with 85.05% of respondents indicating it as a significant challenge. Over 80% of respondents reported that course-related factors such as struggles to understand lecture materials and lecturers’ teaching styles are stressful. Financial concerns were also prevalent, with over 70% of respondents identifying them as a key stressor. When asked about the overall stress level of their academic program, 44.86% rated it as extremely stressful, 35.51% as moderately stressful, 12.15% as mildly stressful, and 7.48% as not stressful. Furthermore, 26.17% of respondents reported that academic stress had a severe impact on their well-being. The high prevalence of stress underscores the pressing need for targeted interventions that address the root causes of stress in this population. It is crucial for educators, academic administrators, and mental health professionals to recognize the stressors that engineering students in Nigeria face and offer appropriate support. By addressing these issues, school administrators can enhance student well-being and learning outcomes.