A Correlational Analysis of the Relationship between Resilience and Perceived Stress among College Students

Abstract

The present study investigates the relationship between resilience and perceived stress among college students, a population increasingly exposed to academic, social, and personal challenges. In contemporary higher education settings, students often encounter multiple stressors, including academic workload, performance expectations, and uncertainty regarding future careers, making it essential to examine psychological resources that promote effective coping. Resilience, as a dynamic capacity to adapt to adversity, is considered a key factor in mitigating the negative effects of stress. A quantitative, cross-sectional research design was employed, and a total of 152 college students were selected through convenience sampling. Data were collected using standardised instruments, namely the Connor–Davidson Resilience Scale (CD-RISC-10) and the Perceived Stress Scale (PSS-10). Statistical analyses included descriptive statistics, Pearson’s productmoment correlation, and independent samples t-tests to examine relationships and differences among variables. The results indicated moderate levels of resilience (M = 23.37, SD = 6.137) and perceived stress (M = 21.28, SD = 4.578) among participants. A statistically significant negative correlation was found between resilience and perceived stress (r = -0.342, p < .01), suggesting that higher resilience is associated with lower perceived stress. These findings support the view that resilience serves as a protective factor, enabling students to manage stress effectively and maintain psychological well-being. Demographic analysis provided additional insights into the sample characteristics, although the central relationship between resilience and stress remained consistent. In conclusion, the study highlights the crucial role of resilience in reducing perceived stress and enhancing students’ ability to cope with academic and life challenges. The findings emphasise the importance of incorporating resilience-building programs, stress management interventions, and supportive institutional practices within higher education to promote mental health, academic success, and overall well-being among students.