Abstract
ABSTRACT
Background
Student well‐being is a growing concern in Higher Education Institutions, yet postgraduate students remain overlooked. Although research has increasingly examined contributing factors to student well‐being, limited attention has been given to the implications of perceived stress and the potential mediating roles of academic self‐efficacy (ASE) and self‐efficacy for self‐regulated learning (SESRL) in postgraduate populations. This study investigated the prevalence of mental health and well‐being outcomes, the association between perceived stress and mental well‐being, and whether ASE and SESRL mediated this relationship among UK postgraduate students.
Methods
UK‐enrolled postgraduate students completed an online survey assessing sociodemographic characteristics, mental health, mental well‐being, perceived stress, ASE, and SESRL. Linear regression examined the association between perceived stress and mental well‐being, and mediation analyses tested whether ASE and SESRL accounted for this relationship.
Results
A total of 115 postgraduate researchers and 219 postgraduate taught students participated. Most students reported moderate levels of perceived stress and mental well‐being, with 11% experiencing high stress and 41% reporting low mental well‐being. Around one‐third met clinical thresholds for moderate‐to‐severe anxiety (32%) or depression (40%). Perceived stress was negatively associated with mental well‐being, and this association was partially mediated by both ASE and SESRL. No differences in stress or mental well‐being were found between postgraduate research and taught students.
Conclusions
Findings are novel in demonstrating that postgraduate students' mental well‐being is shaped by both perceived stress as a primary appraisal and ASE and SESRL as secondary appraisal resources. These results highlight the value of strengthening self‐regulatory efficacy as a means of buffering the negative effects of stress and supporting well‐being across postgraduate taught and research students. Implications for institutional support and resource provision are discussed.