2025 IJRSE – Volume 14 Issue 7
Available Online: 25 April 2025
Author/s:
Chen, Qian
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This study explored the relationship between subjective well-being, academic self-efficacy, and academic stress among college students, aiming to develop a psychological intervention program. Specifically, it examined students’ demographic profiles (e.g., sex, age, major, academic year level, frequency of library visits, and type of university), assessed their levels of subjective well-being, academic self-efficacy, and academic stress, and tested for differences in these variables based on the demographic profile. The study also investigated the correlations between the three variables and proposes an intervention program to promote students’ well-being, self-efficacy, and reduce stress. The research employed a quantitative descriptive design, with a sample of 510 college students from three universities in a province in east-central China. The sample was selected using the Raosoft Calculator, ensuring a margin of error of 5% and a 95% confidence level. The results indicate a diverse student population, with Public Health as the dominant academic discipline. Students displayed moderate levels of well-being, self-efficacy, and academic stress. Significant differences were found in academic self-efficacy and stress based on demographic factors such as sex, age, and major, but no significant correlation was identified between subjective well-being, self-efficacy, and academic stress. Based on these findings, a psychological intervention program is proposed to improve students’ well-being and academic self-efficacy while mitigating academic stress. The study also recommends strategies for parents, teachers, counselors, and school administrators to support students’ academic and emotional development.
Keywords: academic stress, academic self-efficacy, college students, psychological intervention, subjective well-being
DOI: https://doi.org/10.5861/ijrse.2025.25616
Cite this article:
Chen, Q. (2025). Subjective well-being, academic self-efficacy, and stress among college library users. International Journal of Research Studies in Education, 14(7), 229-249. https://doi.org/10.5861/ijrse.2025.25616