Academic stress, well-being and students' friendship quality amid crisis: lessons from COVID-19 pandemic

Abstract

Purpose

Through the lens of the Social Exchange Theory, this study investigates the role of emotional and psychological well-being in explaining the relationship between academic stress and friendship quality.

Design/methodology/approach

Using a cross-sectional quantitative research design, the study gathered data from 298 tertiary students. Statistical analysis was conducted using Hayes Process Macro in SPSS.

Findings

Results from the study challenge conventional assumptions, indicating a positive and significant relationship between academic stress and friendship quality. In addition, the study revealed that psychological well-being partially mediates the relationship between academic stress and friendship quality, while emotional well-being fully mediates the relationship between academic stress and friendship quality.

Research limitations/implications

This study is limited to the tertiary institutions in Ghana. Future studies may consider expanding the scope to other levels of education to gain a more comprehensive perspective of the variables of the study.

Originality/value

This study presents a novel approach by examining the proposed model within the Ghanaian setting. It offers valuable perspectives on the interplay between academic stress, well-being, and friendship quality.