publisher
Educational stress, anxiety, and academic success among Palestinian university students
- Source
- Frontiers in Education
- Published
- Last verified
- 18 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, Technology & Data
Executive summary
What happened, and why should leadership care?
A cross-sectional study involving 1,397 Palestinian university students investigated the interrelationship between educational stress, anxiety symptoms, and academic success. It posits that unique contextual challenges in the Palestinian educational environment contribute to heightened stress and anxiety, which are inversely associated with academic outcomes. The research utilized established scales to measure academic success, educational stress, and generalized anxiety.
Why this matters
Why is this strategically important?
Understanding the impact of environmental factors on student well-being and academic performance is crucial for developing effective support mechanisms and educational policies. This research highlights the need to address external stressors that can undermine the efficacy of educational systems and the development of future talent.
Key insights
What should be noted from the evidence?
- Student success is understood as a combination of personal engagement and measurable performance.
- Specific contextual challenges within the Palestinian educational environment are linked to increased educational stress and anxiety.
- Educational stress and anxiety are inversely associated with academic outcomes.
- The study employed a cross-sectional design with a sample of 1,397 students.
- Data collection used the Academic Success Inventory for College Students (ASICS), Educational Stress Scale for Adolescents (ESSA), and Generalized Anxiety Disorder (GAD-7) scale, translated into Arabic.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication