Stress, Self-Esteem, and Study Strategies: Correlation Analysis of Variables Influencing Academic Performance in Nursing Students

Background: The psychological well-being of university students, particularly those enrolled in nursing degree programs, significantly impacts their academic performance and future professional preparation. Stress, self-esteem, and study motivation can negatively affect study load management and performance. However, the dynamics of these variables in the nursing context are little explored. Method: The study involved 331 students enrolled in the Bachelor of Science in Nursing and Master of Science in Nursing and Ostetrics courses at the University of Salerno (range age |18-40| years; 70.7%F). Standardized instruments for the study approach (QAS-AMOS), stress (PSS-10), and self-esteem (Rosenberg Self-Esteem Scale) were used. Results: The results of this study highlight that self-esteem, perceived stress level, and metacognitive skills significantly influence students' academic performance and well-being. Effective metacognitive strategies improve organization and reflection in study, whereas high stress impairs study planning and processing. Conclusions: The findings suggest that stress and low self-esteem are critical factors that negatively affect the academic performance of nursing students. We recommend implementing targeted interventions to support stress management and improve self-efficacy, reducing the risk of burnout and promoting academic success.