Impact of Exams Pressure and Media Use on Psychological Wellbeing and Academic Achievement of University Students

Abstract

University students often experience considerable pressure to perform well in examinations, while excessive or inappropriate media use may affect their emotional state, concentration, study habits, and academic performance. This study aims to examine the impact of examination pressure and media use on the psychological wellbeing and academic achievement of university students in Lahore. A quantitative correlational research design was employed. The population of the study was comprised university students enrolled in universities in Lahore. A sample of 400 university students was selected to participate in the study. Data was collected through a structured questionnaire comprising standardized and previously validated scales measuring examination pressure, media use, psychological wellbeing, and academic achievement. The collected data was analyzed using descriptive statistics, Pearson product-moment correlation, and multiple regression analysis were used to analyze the collected data. The findings indicated that examination pressure and media use were significantly associated with students’ psychological wellbeing and academic achievement. The results further suggested that higher levels of examination pressure were related to poorer psychological wellbeing and academic outcomes, while the influence of media use varied according to students’ patterns and extent of media engagement. The study concludes that managing examination pressure and promoting balanced media-use practices are important for supporting students’ psychological wellbeing and academic achievement.