Psychosocial Correlates of Academic Stress: Evidence on Locus of Control and Coping Styles among Indian University Students

Context and relevance. Rising student suicide rates in India have made academic stress a critical mental health concern. The role of Locus of Control (LoC) and coping styles influencing stress responses, remain underexplored in Indian university settings. Guided by Lazarus and Folkman’s Transactional model, this study examines these variables in a culturally relevant context. Objective. The study aimed to assess academic stress, locus of control, and coping styles among Indian university students. It also aimed to examine how socio-demographic factors influence these variables. Methods and materials. A cross-sectional quantitative design was employed among 417 university students aged 18–25 years, who completed a demographic sheet followed by the Academic Stress Scale (ASS), Locus of Control Scale (LoCS) and Coping Styles Scale (CSS). Data was analyzed using IBM SPSS v21. The study was reported in accordance with STROBE guidelines for observational research. Results. Academic stress was found to be a key variable, showing a significant negative correlation with LoC and a positive correlation with coping styles. Significant group differences were observed based on academic discipline, preparation for competitive exams, and whether students were working or interning alongside their studies. Conclusions. The findings of the study indicate the importance of socio-cultural factors in the complex relationship between study variables. They point to patterns that differ from those reported in Western studies, highlighting the need for further research in the context of the Global South. The study discusses practical implications for student mental health support, outlines limitations, and suggests directions for future research.