Academic Stress, Perceived Social Support, Emotional Regulation Deficits, and Academic Achievement among College Students

College students frequently experience academic stress, which has a substantial negative influence on their academic performance, ability to control their emotions, and general wellbeing. With an emphasis on the moderating function of perceived social support and the mediating function of emotion control, this study attempts to investigate the relationship between academic stress, academic accomplishment, and deficiencies in emotion management. A cross-sectional correlational design is used in this study. A sample of 381college students includes male (n=96, M=51.21, SD=9.86) and female (n=285, M=55.11, SD=10.21), aged 16 to 23 (M=1.50, SD=0.50), was selected using stratified random sampling. Standardized instruments, including the Perception of Academic Stress Scale, the Emotional Regulation Questionnaire, and The Multidimensional Scale of Perceived Social Support were utilized for data collection whereas the percentage of previous year or semester result used for measure of academic achievement. Statistical analysis conducted using SPSS, incorporating Pearson correlation, regression analysis, and moderation analysis. Academic stress was negatively correlated with academic achievement, perceived social support, cognitive reappraisal, and academic stress is positively correlated with expressive suppression. In hierarchical regression academic stress and expressive suppression are negative predictors of academic achievement. Academic achievement is positively predicted by perceived social support and cognitive reappraisal. Having social support can lessen the effect of academic stress on how someone regulates their emotions. The way people negotiate their emotions also affects how well they do academically. The outcomes will contribute to understanding how academic stress influences emotional regulation deficits and the degree to which perceived social support mitigates this impact.