Abstract

Student mental health, stress, and success are interconnected, yet the mechanisms linking them remain insufficiently understood. Drawing on Stress Optimization and Self-Regulated Learning (SRL) theories, this study examined how stress appraisals and learning practices jointly contribute to student mental health and academic functioning in post-secondary students, supporting a view of student success that comprises both feeling well psychosocially and functioning well academically. Using a sample of 226 university students, the study replicated prior work on the predictive roles of coping self-efficacy (CSE) and stress mindset (SM) across indicators of student success, including flourishing mental health, motivation-related challenges, social-emotional challenges, and GPA. It extended this work by testing whether metacognitive monitoring and adaptation, and academic social engagement, mediated these relationships. Results showed that neither CSE nor SM significantly predicted GPA, suggesting that stress appraisals alone may be insufficient to explain academic achievement. However, both CSE and SM significantly predicted flourishing mental health, and CSE was additionally associated with fewer motivation-related and social-emotional challenges. Mediation analyses indicated that metacognitive monitoring partially explained the relationship between CSE and reduced motivation challenges, while academic social engagement mediated relationships between stress appraisals and social-emotional challenges and mental health. Findings underscore the value of integrating psychosocial and educational perspectives in promoting student success.

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