The Relationship Between Academic Stress and Learning Motivation Among University Students

Abstract

This study aimed to identify the level of academic stress and learning motivation among students in private (civil society) universities, to determine the nature of the relationship between them, to test the ability of academic stress to predict learning motivation, and to reveal differences in these two variables according to gender and academic level/year.The study adopted a correlational descriptive approach. The sample consisted of (300) male and female students from three private universities in Iraq, with (150) male and (150) female participants. Data were collected during September 2025. A questionnaire adapted to the Iraqi university environment was used, based on the scientific literature on measuring academic stress and learning motivation. The instrument included (46) items distributed across the study variables and used a five-point Likert scale.Data were analyzed using SPSS through descriptive statistics, Cronbach’s alpha, Pearson’s correlation coefficient, simple linear regression analysis, the independent-samples (t) test, and one-way ANOVA.The results showed that the participants experienced a moderate level of academic stress, while they had a relatively good level of learning motivation. The findings also revealed a statistically significant negative correlational relationship between academic stress and learning motivation, indicating that higher levels of academic stress are associated with lower levels of learning motivation.Regression analysis showed that academic stress significantly contributes to predicting learning motivation. In addition, statistically significant differences were found in academic stress according to gender and academic level, whereas no statistically significant differences were found in learning motivation according to these two variables.The study results confirm that reducing sources of academic stress, strengthening psychological and academic counseling services, and adopting instructional practices that support learning motivation can improve students’ engagement in the educational process and enhance the quality of higher education outcomes. The study also recommends developing university programs aimed at building students’ skills in stress management, self-regulation, and psychological resilience, which can strengthen students’ motivation and their ability to face academic challenges.