Vol. 6, Issue 1, Part A (2024)

This study aims to evaluate the level of academic stress of students at Van Lang University, exploring differences in stress levels through variables such as gender, field of study, year of study and academic results, as well as evaluate the correlation and influence of these factors on students' academic stress. The study was designed and conducted as a quantitative, cross-sectional, descriptive study. Data were collected through questionnaire and convenient random sampling technique with 439 students participating. SPSS 26.0 statistical software was used to analyze survey data; Descriptive statistics and inferential statistics were calculated to prove the research hypotheses. Research results show that 70.5% of students have academic stress at Moderate level, 13.9% of students at the Mild level and 15.3% at the severe level. Factors such as gender, field of study, year of study, and academic results are correlated with students' academic stress at a low level (r= -0.146 to 0.196, with p=0.00<0.05). Field of study and academic results are recognized as having an impact on students' academic stress at different levels: field of study (β = 0.126, p=0.35<0.05), academic results (β =0.167, p=0.00<0.05). Gender (β = -0.088, p=0.65>0.05) and year of study (β = 0.085, p=0.162>0.05) do not impact on students' academic stress. The findings of this study contribute to confirming academic stress is a common problem among students. Lecturers, staff, and school administrators need to pay attention and take support measures to help students cope effectively with study stress.