Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

LIFE SATISFACTION AND PERCEIVED STRESS IN

GRADUATE AND UNDERGRADUATE STUDENTS

A project report submitted to the Department of Psychology, University of Dhaka,

Bangladesh, in partial fulfillment of the requirement for the degree of Master of Science in

Psychology.

Submitted By Supervised By

Exam Roll: 2335039 Rumana Ferdousi Siddique

Registration No: 2018723287 Assistant Professor

Session: 2018-19 Department of Psychology

Department of Psychology University of Dhaka

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Declaration

I am an MS student at, the Department of Psychology, University of Dhaka, hereby

declare that this research on " Life Satisfaction and Perceived Stress in Graduate and

Undergraduate Students " is totally mine. I did not copy any other research, though I took some

help from other various published and unpublished works. To the best of my knowledge, the

study is an authentic one, and if there is any error, I am responsible for that.
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

APPROVAL SHEET

This is to certify that the research project titled "Life Satisfaction and Stress in Graduate

and Undergraduate students” submitted by the bearing exam roll -2335039, Is a partial

fulfilment for his degree of M.S in psychology and he accomplished it all by himself under my

supervision and guidance.

…………………..

Date:

Rumana Ferdousi Siddique

Assistant Professor

Department of Psychology

University of Dhaka
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Acknowledgement

First, I would like to pay my heartiest gratitude to the almighty Allah who was able to

successfully accomplish this research project in time.

I would like to express my special thanks and gratitude to my supervisor Rumana

Ferdousi Siddique , Assistant Professor, Department of Psychology, University of Dhaka, who

gave me the golden opportunity to do this research project. She provided moral support and

valuable guidance throughout the project. She was very patient while suggesting to me the

outlines of this report and correcting my mistakes. I thank her for her overall support.I must

acknowledge those people who participated in this research and answered all the questionnaires

sincerely and carefully.

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

CONTENT

Page

Declaration… …………………………………………………….….. i

Approval Sheet…………………………………………………..…... ii

Acknowledgement ………………………………………………….. iii

Abstract ……………………………………………………………… 1

Introduction………………………………………………………….2

Literature Review………………………………………………7

Rationale of the study…………………………………………. 8

Objectives of the study………………………………………... 9

Variables of the Study…………………………………….….…9

Method …………………………………………….……..………… 10

Participants ……………………………………………..…….. 10

Tools of Data collection …………………………….………… 10

Design ………………………………………………...….…......11

Procedure ………………………………………………..………11

Result ………………………………………………………………...12

Discussion ……………………………………………………………16

Reference …………………………………………………………….18

Appendix …………………………………………………………….23
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Abstract

This research investigates the relationship between life satisfaction and perceived stress

among university students, with a specific comparison between graduate and undergraduate

populations. The sample comprised 100 participants (50 graduate and 50 undergraduate

students), aged 18 to 28, drawn from middle to upper-middle socioeconomic backgrounds. Data

were collected using the Bangla versions of the Satisfaction with Life Scale (SWLS) and the

Perceived Stress Scale (PSS-10), both validated for use in the local context. Results from the

Mann-Whitney U test revealed significant differences between the two groups: graduate students

reported significantly higher levels of perceived stress and lower levels of life satisfaction than

undergraduates. Regression analyses further showed that educational level significantly predicted

both variables—positively predicting stress and negatively predicting life satisfaction. A strong

negative correlation was found between stress and life satisfaction, indicating that increased

stress is associated with diminished life satisfaction. These findings highlight the psychological

vulnerability of graduate students and emphasize the need for mental health support services,

stress management interventions, and institutional strategies to enhance student well-being and

academic success. The study also contributes to the growing literature on student mental health

in the South Asian context, particularly within Bangladeshi universities, and suggests directions

for future research and policy initiatives.

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Introduction

The term “life satisfaction” refers to a judging process in which people evaluate the

quality of their lives based on their own set of criteria (D. C. Shin and D.)M. Johnson,1978). A

comparison of one's perceived life circumstances with a self-imposed standard or set of standards

is presumably made, and the person reports high life satisfaction to the extent that situations meet

these criteria. As a result, life satisfaction is a conscious cognitive assessment of one's life, with

the criteria for judgment set by the individual. Life satisfaction can indicate positive experiences

that have shaped a person’s life. These experiences have the ability to inspire people to pursue

and achieve their objectives. The study of life satisfaction among university students is an aspect

that needs to be given attention.

Recent studies have shown that students’ stress levels and life satisfaction are closely

related (A. Paschali and G. Tsitsas,2010). The results of the study found that students with low

stress scores had higher life satisfaction compared to those with high scores. Meanwhile, Bear

and Minke (G. G. Bear and K. M. Minke,2006) who found that higher academic performance,

self-esteem, parental relationships and good interpersonal relationships had higher levels of life

satisfaction. The study also found that satisfaction with life at a high level was negatively

correlated with poor attitudes toward stress, depression and anxiety.

Satisfaction with life is a key indicator of subjective well-being (Erdogan B, Bauer TN,

2012) along with the predominance of positive affection over negative. It is defined as a

cognitive process in which people value their satisfaction with life. The evaluation is based on a

comparison of their life situation with their own set of standards (Coffman D, Gilligan TD,2002).

It is a reflexive evaluation of how much everything has been and remains well. Satisfaction with
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

life can be understood. as a product of differences between achievements and aspirations.

Satisfaction with life is related to the physical and mental health of a person. It can determine the

level of human happiness lifetime (Diener E, Chan MY, 2011) Stress among students has

become common in the learning environment, whether in school or university. Stress exists

because of the existence of a cause to that stress (K. J. Reddy, K. R. Menon,2018). The stress

experienced by students will certainly affect academic performance coupled with various other

factors. University students, particularly those in their last year, stress increases as the pressure to

get good grades is also becoming more important. This is because it is critical to achieving good

grades to ensure employment opportunities after graduation. Therefore, this study is important to

examine how the stress experienced by college students affects their life satisfaction and their

social sustainability such as happiness in college life.

The study of satisfaction predictors with life and the mechanisms for its support is always

of considerable interest. Research among students is especially relevant. Student's age is a period

of active professional and personal self-determination. One of the criteria for the success of self-

determination can be a high level of satisfaction with life.

Students are confronted with a number of difficulties in life. These are worries about

Success, perfectionist standards, uncertainty about their future, economic difficulties, family

problems, and difficulties in dealing with the opposite sex. The period of study at the university

predetermines the use of time and financial resources by students without the guarantee of a

satisfactory return. The hectic lives of college students have an impact on life satisfaction, which

is one of the good adjustment indicators. Subjective well-being, the terminological counterpart of

happiness, has three components, one of which is life satisfaction. Positive and negative

affections consist of pleasant and unpleasant emotions: however, life satisfaction is about the
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

cognitive evaluation of an individual's life (Diener & Suh, 1997). As a more stable one than

affective components, life satisfaction enables one to carry out long-term evaluations regardless

of a certain time length (Eid & Diener, 1985). Furthermore, perceived life satisfaction is highly

related to a compound index consisting of the indicators of objective quality of life such as

health, financial status, freedom, entertainment and so on (Diener & Suh, 1997). As a result,

perceived life satisfaction is based on continuous evaluations of one's own life, and it provides

vital clues about one's life quality.

In university life, students are required to adjust to more demanding and hectic academic

routines which can be highly stressful (G. Essel, and P. Owusu,2017). They have to make a hard

decision of choosing their vocation or courses (Ozbay. A. Ayas, and S. Cepni,1994). manage

relationships with faculties and other students (A. M. Thawabich, and L.. M. Qaisy,,2012) face

problems relating to submissions and completion of their assignments, projects, thesis etc. (T.

Wright,2003), deal with department culture, financial issues (R. Bair, and J. G. Haworth,1999)

experience disengagement including inefficacy, cynicism, and sometimes exhaustion ( J.

Vekkaila, K. Pyhältö, K. Lonka,2016), Students also come across problems in different settings

such as completing tasks within a specific period of time and speaking in front of an audience (C.

A. Darling, L. M. McWey, S. N. Howard, and S. B. Olmstead,2007)

According to Chang (1998) lesser the stress experienced by the students, higher is their

level of life satisfaction. Students' perceived positive stress has been found to be positively

related to their life satisfaction whereas perceived negative stress correlated negatively with their

satisfaction of life (A. Abolghasemi, and S. T. Varaniyab,2010). Students' satisfaction level is

found to have a direct impact on performance (M. J. Chambel, and L. Curral,2005) Gilman and
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Huebner (R. Gilman, and E. S. Huebner,,2006) found a relationship between low life satisfaction

and higher levels of intrapersonal and interpersonal distress and less positive academic

experiences. Serin, Serin & Özbas, (2010) found that the student's level of life satisfaction could

be significantly predicted by their anxiety, depression, satisfaction with their department and

socio- economic level. Moreover, anxiety, depression and socio-economic level were found to be

the most important predictors of life satisfaction of students.

Many students may be exposed to various situations that not only affect their academic

performance but also their mental health during their university training stage. In this vital stage,

various pathological expressions such as depression, anxiety, feeling down and psychological

stress are more frequent and even more serious than in others. Sharp, J., Theiler, S(.Am. Couns.

2018, 40, 193-212) although stress is a response to life changes and acts as a stimulus to take an

action, it can be harmful when it becomes habitual and the individual no longer has the ability to

address it( Leka, S.; Griffiths, A.;Switzerland, 2004.)

This problem is linked to the interaction of various factors, and the university stage is not

disconnected to it. In fact, regardless of personal or social causes, there are some reasons owed to

academic life that are significantly associated with stress . (Misrachi-Launert, C. Rice-Erazo, M:

Manriquez-Urbina 2015)

The impact of stress on the daily life of students should be studied as an important

influence on the educational process since it can affect both the professional training process and

its completion, Suárez-Monte, N.; Diaz-Subieta 2017 In this reflective analysis, the

responsibilities, roles and the educational and personal context of each student should be

considered, since these variables could attenuate or accentuate the process of building the
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

capacity to manage stress. Students, in their university stage, face constant challenges, both their

own and outside of their training.

In University years, young adults are responsible for their health, university life and

financial situation. Therefore, university years are accepted as one of the most stressful periods

since youths need to manage their own lives (Cress &Lampman, 2007)

Life satisfaction is one of the positive adjustment indicators which are affected by the

stressful lives of college students. Life satisfaction is among three components of subjective

well-being, which is the terminological equivalent of happiness Positive and negative affection

consist of pleasant and unpleasant emotions, however, life satisfaction is about cognitive

evaluation of an individual's life (Diener & Suh, 1997). As a more stable one than affective

components, life satisfaction enables to carry out long-term evaluations regardless of a certain

time length (Eid & Diener, 2004). Furthermore, perceived life satisfaction is highly related with

a compound index consisting of the indicators of objective quality of lives such as health,

financial status, freedom, entertainment and so on (Diener & Suh, 1997). Consequently,

perceived life satisfaction is based on perpetual evaluations about individuals' own lives, and it

provides important clues on the quality of individuals' lives.

Belonging is another concept which is related to psychosocial and academic adjustment

of university students (Ostrove & Long, 2007). It has also been stated that many positive and

negative emotions are related to the sense of belonging. To be accepted, included, or welcomed

leads to positive senses such as happiness, pleasure and satisfaction; however, to be refused,

excluded, or ignored might result in negative feelings such as anxiety. depression and loneliness

(Baumeister & Leary, 1995) According to McMillan and Chavis (1986), sense of belonging is
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

under the membership subcategory of four components of sense of community (membership,

influence, integration and fulfilment of needs, and shared emotional connection). In this way, a

sense of belonging comprises feelings, beliefs and expectations related to being accepted to a

group, having a place in the group and being willing to play an active role in this group when

needed.

It is suggested that school belonging may be a key concept of positive experiences for

college students and school belonging is defined as the connectedness to school or perceived

school membership. In addition to the connectedness to school, school belonging includes

belonging to other individuals in the same school and perception of fitting into the school

(Pittman & Richmond, 2007). The previous research shows that social and academic adjustments

(Ostrove & Long, 2007), scholastic competence, friendship quality, social acceptance and self-

worth increase, and problem behaviours diminish with the increasing college belonging (school

belonging) (Pittman & Richmond, 2007) The college students interacting with their friends and

faculty members have a high sense of belonging (Hausmann, Schofield & Woods, 2007).

Gundogar et al. (2007) show that life satisfaction is correlated with some perceptions about

colleges such as studying at the desired major, education satisfaction, environment and social

facilities, and positive relationships with faculty members. Therefore, school belonging is a

variable related to personal, social and academic adjustment that can play a positive role in

increasing the life satisfaction of college satisfaction

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Literature Review

A study conducted by Pierceall and Keim (2007), 75% of the college students perceive

stress at a moderate level, and 12% had a high level of stress. Ross, Niebling and Heckert (1999)

reports the sources of stress as follows 38% from intrapersonal stressors (eg., new

responsibilities), 28% from environmental stressors (eg. change in living environment), 19%

from interpersonal stressors (e.g., fight with boyfriends girlfriends), and 15% from academic

stressors (eg. low grade). As shown by some studies (Chao, 2012; Darling, MeWey, Howard &

Olmstead, 2007; Otrar, Eksi, Dilmac & Sirin, A 2002; Ross et al., 1999), the following issues

can be a source of stress for college students: academic grade anxiety, ambiguity about their

future plans, financial problems, family matters, relations with opposite sex, and interpersonal

relationships Specifically, university students can experience stress in roommate conflict,

changes in sleeping and eating habits, public speech, and increased course workload (Darling et

al., 2007, Ross et al, 1999). The previous researches presented that the stress in college students

is related to many negative (eg, depression, anxiety, suicidal ideation) (Eisenbarth, 2012; Otrar et

al., 2002; Pengilly & Dowd, 2000; Wilbum & Smith, 2005) and positive indicators (eg, self-

esteem, optimism, hardiness) (Eisenbarth, 2012; Extremera, Duran & Rey, 2009; Pengilly &

Dowd, 2000; Wilbum & Smith, 2005) of mental health. Therefore. college students frequently

experience stress due to the challenging experiences of young adults, and this situation becomes

a factor which hampers with their psychological adjustment.

According to a study by Diener (2000) on college students from In 17 different countries,

happiness and life satisfaction are more important than money for most college students. In
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

another study, it was observed that financial stress did not significantly predict life satisfaction

(Chow, 2005). Some studies indicate that life satisfaction increases as loneliness (Cecen, 2007.

Tuzgol-Dost, 2007), depression, despair, anxiety (Gundogar, Gul, Uskun Demirci & Kececi,

2007), anger and frequency of illness (Pilcher, 1998) decrease. Similarly, responsibilities related

to the roles of life and romantic relationships, school and family satisfaction increase with the

increase in life satisfaction (Bailey & Miller, 1998) Furthermore, life satisfaction is related with

optimism (Extremera et al., 2009), academic performance, self-image (Chow, 2005), physical

health, social relationships (Chow, 2005, Darling et al.,2007). In sum, life satisfaction is a

concept attributed as valuable by college students, and it is highly correlated with both

psychological/affective variables and some daily life events. Therefore, it is one of the most

important indicators of psychological health

Another study investigated the association between perceived stress and life satisfaction

of Turkish college students. The Satisfaction with Life Scale (Diener, Emmons, Larsen, &

Griffin, 1985), the Perceived Stress Scale (Cohen & Williamson, 1988), and a brief demographic

questionnaire were administered to 235 students in Turkey. The results indicated the students'

scores on satisfaction with life scale were significantly negatively correlated with scores on

perceived stress scale suggesting that overall life satisfaction of Turkish students is adversely

affected by college stress. In addition, we found that female students had higher life satisfaction

than male students.

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Rationale of the Study

University life is often viewed as a formative and intellectually enriching phase;

however,it also represents a period of significant psychological vulnerability. Students must

manage academic responsibilities, social relationships, future career uncertainty, and personal

development — all of which can lead to elevated levels of stress and decreased life satisfaction.

These pressures may vary based on educational level, particularly between undergraduate and

graduate students, due to differences in workload, expectations, autonomy, and

responsibilities.Graduate students, in particular, often face unique stressors such as thesis

demands, lack of structured support, job market pressure, and financial responsibilities, which

can significantly affect their overall satisfaction with life. In contrast, undergraduate students

may experience stress related to adjustment, academic competition, and identity formation but

often receive more institutional and social support.

This study is important because it fills a critical gap in the existing literature by:

● Examining differences in stress and life satisfaction between graduate and undergraduate

students using validated psychological tools.

● Providing evidence-based insight into how academic level affects mental health and

subjective well-being.

● Offering guidance to educators, mental health professionals, and policymakers to design

targeted interventions, counseling programs, and student support services.

In a country like Bangladesh, where mental health resources on campus are minimal and

awareness is limited, this study can serve as a foundational work to advocate for mental health-
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

friendly academic environments and stress management training programs that prioritize student

well-being across all levels of higher education

Objectives of the Study

The primary aim of this study is to explore the relationship between life satisfaction and

perceived stress among university students and to examine how these variables differ based on

educational level. The specific objectives are:

1. To examine whether there is a significant difference in life satisfaction between graduate

and undergraduate students.

2. To examine whether there is a significant difference in perceived stress between graduate

and undergraduate students.

3. To explore the relationship between life satisfaction and perceived stress among

university students.

4. To investigate whether educational level (graduate or undergraduate) significantly

predicts levels of life satisfaction and perceived stress.

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Method

Participants

The data is collected from 50 graduate and undergraduate students. The age range is 18-

28 years. Their socio economic status can be you are middle class to higher middle class. Their

educational qualification range is graduate and undergraduate

Measuring Instruments

Satisfaction with Life Scale

The Satisfaction with Life Scale (SWLS) was first developed by Diener, Emmons,

Larsen, and Griffin (1985) to measure cognitive self-evaluation of global life satisfaction. Then it

was revised by Pavot and Diener (1993). It is a five-item measure in which each item is rated on

a 7-point Liker type scale ranging from 1 (strongly disagree) to 7 (strongly agree). Thus an

individual's life satisfaction score can range from 5 to 35 with a higher score reflecting greater

life satisfaction. A sample item includes "The conditions of my life are excellent". The scale has

been reported to have high internal consistency and temporal reliability (Yoon & R. M. Lee,

2008). The SWLS has moderately strong correlations with other SWB measures (e.g., Rosenberg

Self-Esteem Scale, Marlowe-Crowne Social Desirability Scale). The SWLS was also found to be

a suitable measure for use with different age groups (Diener et al., 1985). Atienza, Pons,

Balaguer, and Garcia-Merita (2000) noted that the SWLS has high internal consistency, with

Cronbach's values ranging from .89 to .79. With regard to the item-total correlation, Pavot and

Diener (1993) obtained values between .80 and .51; Atienza et al (2000) found values

between .74 and .57.

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

The Perceived Stress Scale (PSS-10; Cohen et al., 1983):

Each item in the PSS-10 is presented with a 5-point Likert type response option which

produces a score range of 0 to 40 for the total scale. The PSS-10 has been known to be an

internally consistent (Cronbach's alpha .71-91) and stable (test-retest reliability at r > .70)

instrument for measuring perceived stress among different populations (see Lee, 2012).

Concurrent validity of the PSS-10 using diverse tools such as depression scale, anxiety scale,

impact of event scale, the general health questionnaire (GHQ) and life event scale indicated

moderate to strong correlation (Cohen & Williamson, 1988; Lee, 2012). The PSS-10 has been

translated into Bangla by Islam (Laboratory for the Study of Stress, 2016). A recent article

indicated adequate internal consistency, reliability and construct validity of the Bangla PSS-10

on sexual minority samples in Bangladesh (Mozumder, 2017).

Design

Between-subjects (or between-groups) research design was used to conduct the study

Procedure

The questionnaires were administered to each participant individually with the

satisfaction with life and perceived stress scale. They were welcomed to the laboratory then they

were given verbal instructions about what to do or how to respond in the response sheet. They

were also informed about the purpose of the study. After that they were given the Bangla

version of satisfaction with life scale which is a 7-point Likert style response scale with 5

questionnaires and were instructed to read the questions carefully and choose the answer that

described his or her situation and mark a (✔) in the scale After the responses were done in the

SWLS then they were given the Bangla Version of Perceived Stress Scale (PSS) which is a 5-

point Likert scale which consists of 10 questionnaires were instructed to read the questionnaire
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

carefully and mark a (X) in the response sheet that describes his or her situation. Every

participant took about 10 minutes to complete the response both in (SWLS) and (PSS) scale All

the responses of the 100 students were noted individually.

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Result

Table 1

Table of Demographic Information

Sample n M SD %

characteristics

Gender

Male 69 69%

31 31%

Female

Age 23.36

Social

Status 27

Upper 59

class 14

Middle class

Lower

class 50

50
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Sample n M SD %

characteristics

Educatio

nal

Qualification

Undergraduate

Graduate

In the study, it was found that a higher number of males took part (69%, n=69) compared
to Females (31%, n=31). Out of all the participants, 50 individuals (50%) were undergraduates,
(50%) were graduates. The average age of the participants was 23.3.
Tests of normality showed that the Kolmogorov-Smirnov statistics for the
LifeSatisfaction and Stress Scale scores show that the data were not normally distributed, the
significant value for Graduate and Undergraduate were respectably .404 and .009. Which
showed that the data of Undergraduates met the assumption of normality whereas the data of
Graduates did not meet the assumption of normality. Similarly, the power estimation test
showed that the distribution of Undergraduate students met the assumption of homogeneity and
the Graduate data set did not meet the assumption of homogeneity. Therefore, these data were
accepted as not meeting the assumptions of parametric statistical procedures. And Mann-
Whitney U test was done to test whether there was any significant difference in Life Satisfaction
and Stress Between graduates and undergraduates

Table 2

Table of Mann-Whitney U Test

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Null Sig Decision

Hypotheses

1. The

distribution of Life .000 Reject

satisfaction is the same the null

across categories of hypothesis

Edu_quali

2. The .000 Reject

distribution of Stress is the null

the same across hypothesis

categories of Edu_quali

Asymptotic significances are displayed. The significance level is .05.

As Table 1 revealed, according to the result of the Mann-Whitney U test, the Null
hypotheses are rejected. So there are significant differences between both distributions across the
two categories of Educational Qualification, Graduate and Undergraduate. Further tests of
Regression analysis were done to see the estimation of relationships between both the dependent
variables and the independent variable. Correlation analysis was used to quantify the degree to
which two variables are related.
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Table 3

Regression Coefficient of Life Satisfaction

Variable Model

B β SE

Constant 22.760 .765

Edu Quali -4.040 -.353 1.082

R2 .125

Note.N= 100. We examined the impact of Edu Qualification on Life Satisfaction

Table 3 reveals the impact of Educational Qualification on Life Satisfaction. It showed

that Educational Qualification accounted for 12,5% of the variability in Life Satisfaction,
R² = .125, , p<.05. The findings also revealed that Edu Qualification negatively predicted Life
Satisfaction (β = -,353. p<.05), which means if Edu Qualification increased by one standard
deviation, Life Satisfaction scores would be likely to drop by .353 standard deviation units.

Table 4

Regression Coefficient of Stress

Variable Mode

l
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

B β SE

Constant 14.880 .909

Edu Quali 5.860 .418 1.286

R2 .175

Note=100. We examined the impact of Edu Qualification on stress

Table 4 revealed the impact of Edu Qualification on Stress. It showed that Edu
Qualification accounted for 17.5% of the variability in Stress, R 2 =175, p<.05. The findings also
revealed that Edu Qualification predicted Stress (β= .418, p<.05), which means, if Edu
Qualification increased by one standard deviation, Stress scores would be likely to increase by
0.418 standard deviation units.

Table 5

Table of Correlation

Var n M S 1 2 3

iable D

Life 1 2 5 -

Satisfaction 00 0.74 .752

Stre 1 1 7 - -

ss 00 7.81 .043 .579**

Edu 1 0 . . -

Quali 00 .5 503 -.353** 418**

**Correlation is significant at the 0.05 level (2-tailed)

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Table 5 revealed that Educational Qualification had a significant negative correlation

with Life Satisfaction (r=-.353**, p<.05). Edu Qualification and Stress had a significant positive
correlation with Stress (r=.418**, p<.05) Life Satisfaction had a significant negative correlation
with Stress (r = -.579**, p <.05).

Discussion

The present study aimed to examine the relationship between life satisfaction and
perceived stress among graduate and undergraduate students. Using a sample of 100 participants
(50 graduates and 50 undergraduates), the study explored how educational level influences both
psychological variables. The results provided compelling evidence of significant differences
between the two educational groups in terms of life satisfaction and perceived stress.

Findings from the Mann–Whitney U test indicated that graduate students reported significantly
lower life satisfaction and significantly higher perceived stress compared to undergraduate
students. These results are consistent with prior research suggesting that academic pressures,
thesis responsibilities, job uncertainty, and increased performance expectations contribute to
higher stress levels among graduate students (Benton et al., 2003; Elias et al., 2011). The
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

difference in stress may also stem from the higher personal and academic demands associated
with graduate-level education.

Further statistical analysis using regression supported these findings. Educational qualification
significantly predicted both life satisfaction and stress. Specifically, being a graduate student was
associated with a negative prediction of life satisfaction (β = -0.353, R² = .125) and a positive
prediction of stress (β = 0.418, R² = .175). This means that as students transition from
undergraduate to graduate programs, their life satisfaction tends to decrease, while perceived
stress increases.

The correlation analysis revealed additional insights. Life satisfaction and stress were strongly
negatively correlated (r = -0.579), suggesting that students who experience greater stress tend to
report lower satisfaction with life. Moreover, educational qualification was negatively correlated
with life satisfaction (r = -0.353) and positively correlated with stress (r = 0.418), reinforcing the
role of academic level as a key influencing factor.

These findings highlight the psychological vulnerability of graduate students in the academic
environment. While university life is inherently stressful, the transition to graduate studies often
brings additional responsibilities—academic, financial, and personal—that may exacerbate stress
and diminish overall well-being. This underscores the importance of supporting students not only
academically but also emotionally.

From a practical perspective, these results suggest the urgent need for institutional interventions.
Universities and colleges should consider implementing structured mental health support
services, such as counseling, peer support systems, stress management workshops, and flexible
academic policies that prioritize student well-being. In Bangladesh, where mental health
resources for students are still developing, such initiatives could play a vital role in enhancing
students’ academic experience and psychological health.

Moreover, the findings contribute to the broader literature by providing empirical evidence from
a Bangladeshi context—a population often underrepresented in global mental health research.
They also suggest that graduate-level education, while academically rewarding, may come with
psychological costs that need to be addressed proactively.
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

In conclusion, this study confirms that educational level significantly impacts life satisfaction
and stress, with graduate students at greater psychological risk. The inverse relationship between
stress and life satisfaction further emphasizes the necessity for institutional strategies aimed at
mitigating stress and promoting holistic well-being among university students.

Implications

Curriculum Design: Educational institutions might consider balancing academic pressure with
student well-being, especially if stress is negatively linked with life satisfaction.
Mental Health Policy: Findings could inform the development of national or institutional policies
to support student mental health in higher education settings.
Stress Management Programs: High perceived stress among students suggests the need for
mental health support, such as counseling, mindfulness training, or stress-reduction workshops.
Student Well-being Initiatives: Universities may need to integrate life satisfaction and well-being
as part of academic and extracurricular planning (e.g., peer support programs, flexible
deadlines).

Limitations

Limited Generalizability: The sample may not represent all university students.
Small Sample Size: A small number of participants may reduce the statistical power and
reliability of findings.
Self-Report Measures: Reliance on questionnaires may lead to biased answers due to social
desirability or inaccurate self-perception.
Measurement Tools: The scales used may not fully capture the complexity of stress or life
satisfaction, especially if they weren’t validated in the local context/language.
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

References

A. Abolghasemi, and S. T. Varaniyab, Resilience and perceived stressPredictors s of life

satisfaction in the students of success and failure. Procedia-Social and
Behavioral
Sciences, 5(2), 2010, 748-752.

Aksu, M.B., Civitci, A., & Duy, B. (2008). Yükseköğrenimöğrencilerininn öğretim

elemanlarının ders uygulamaları ve sınıf içi davranışlarına iliskin gorusleri
[College students’ perceptions about teaching practices, classroom behaviours and
attitudes of the faculty members]. İnonu Universitesi Egitim Fakultesi Dergisi-
Journal of the Faculty of Education, 9(16), 17-42.

A. M. Thawabich, and L.. M. Qaisy, Assessing stress among university students,

Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

American International Journal of Contemporary Research, 2(2), 2012, 110-116

A. Paschali and G. Tsitsas, “Stress and life satisfaction among university students-a pilo
t study,” Annals of General Psychiatry, vol. 9, no. S1, 2010, doi:
10.1186/1744-859x-9-s1-s96.

Bailey, R.C., & Miller, C. (1998). Life satisfaction and life demands in college students.
Social Behavior and Personality: an international journal, 26(1), 51-56

Baumeister, R.F., & Leary, M.R. (1995). The need to belong: Desire for Interpersonal
attachments as a fundamental human motivation. Psychological Bulletin, 117(3),
497-529.

Kamaluddin, “ (ICETIS 2021). Lecture Notes in Networks and Systems, vol 299.
Springer, Cham, 2022, doi: 10.1007/978-3-030-82616-1_20.

Benton SA, Robertson JM, Tseng W, Newton FB, Benton SL. Changes in counselling
client problems across 13 years. Prof Psychol Res Pract. 2003;34:66–72.

C. A. Darling, L. M. McWey, S. N. Howard, and S. B. Olmstead, College student

stress:
The influence of interpersonal relationships on sense of coherence, Stress and
Health, 23(4), 2007, 215-229.

Cecen, A.R. (2007). Üniversite öğrencilerinin cinsiyet ve yaşam doyumu düzeylerine

göre sosyal ve duygusal yalnızlık düzeylerinin incelenmesi [An investigation of
university students' social and emotional loneliness levels according to their
gender and life satisfaction]. Mersin Universitesi Egitim Fakultesi Dergisi Mersin
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

University Journal of the Faculty of Education, 3(2), 180-190.

Chan, R.CL. (2012). Managing perceived stress among college students: The roles of
social support and dysfunctional coping Journal of College Counseling, 15(1), 5-

Chow, H.P. (2005). Assessing the determinants of life satisfaction in a Canadian

university student sample. Alberta Journal of Educational Research, 511), 85-91

Darling, CA. McWey, L.M., Howard, 5.N., & Olmstead, B. (2007) College
student stress: The influence of interpersonal relationships onsense of coherence.
Stress and Health, 23(4), 215-229,

D. C. Shin and D. M. Johnson, “Avowed happiness as an overall assessment of the

quality of life,” Social Indicators Research, vol. 5, no. 1–4, pp. 475–492, 1978,
doi: 10.1007/BF00352944

Diener E, chan MY. Happy People Live Longer: Subjective Well-Being

Contributes Health and Longevity. Applied Psychology: Health and Well-
been,2011;3(1):1-43.https://doi.org/10.1111/j.1758-0854.2010.01045.x

Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with
LifeScale. Journal of Personality Assessment, 49, 71-75:
https://help.greenspacehealth.com/article/93- life-satisfaction-swis

2
0
Diener, E. & Suh, E. (1997). Measuring quality of life: Economic, social, and subjective
indicators.Social Indicators Research, 40(1-2), 189-216.

Dusselier, L., Dunn, B., Wang, Y., Shelley II, M.C., & Whalen, D.F. (2005). Personal,
academic, and environmental predictors of stress for residence hall students.
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Journal of American College Health, 54(1), 15-24

Eisenbarth, C. (2012). Does self-esteem moderate the relations among perceived stress,
coping, and depression? College Student Journal, 16(1),149-157

Erdogan B, Bauer TN, Truxillo DM, Mansfield LR. Whistle While You Work: A Review
of the Life Satisfaction Literature. Journal of Management, 2012; 38(4)
: 1038-1083. https://doi.org/10.1177/0149206311429379

G. Essel, and P. Owusu, Causes of students' stress, its effects on their academic success,
and stress management by students, Retrieved on 10th October
2017.fromhttps://www.theseus.fi/bitstream/handle/10024/124792/Thesis
%20Document.pdf?sequence=1, 2017.

G. G. Bear and K. M. Minke, Children’s needs III: Development, prevention, and

intervention. National Association of School Psychologists, 2006

Gundogar, D., Gul, S.S., Uskun, E., Demirci, S. & Kececi, D. (2007). Universite
ogrencilerinde yasam doyumunu yerdayan etkenlerin incelenmesi
[Investigation of the predictors of life satisfaction in university students),
Klinik Psikiyates The Journal of Clinical Psychiatry10(1), 14-27

Hausmann, L.R., Schofield, J.W., & Woods, R.L. (2007). Sense of belonging as a
predictorof intentions to persist among African American and White first-year
college students. Research in Higher Education, 48(7), 803-839
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

H. Elias, W. S. Ping, and M. C. Abdullah, “Stress and academic achievement among

undergraduate students in Universiti Putra Malaysia,” Procedia - Social and
Behavioral Sciences, vol. 29, pp. 646–655, 2011, doi:
10.1016/j.sbspro.2011.11.288.

J. Vekkaila, K. Pyhältö, K. Lonka, Experiences of disengagement; A study of doctoral

students in behavioural sciences, International Journal of Doctoral Studies
, Retrieved on 24 January 2016 from http://ijds.org/Volumes/IJDSv8p061-081
Vekkaila0402.pdf, 2013.

K. J. Reddy, K. R. Menon, and A. Thattil, “Academic stress and its sources among
students,” Biomedical and Pharmacology Journal, vol. 11, no. 1, pp. 531–537,
2018, doi: 10.13005/bpj/1404

Matheny, K.B., Curlette, W.L., Aysan, F., Herrington, A., Gfroerer, C.A., Thompson, D
., & Hamarat, E. (2002). Coping resources, perceived stress, and life satisfaction
among Turkish and American university students. International Journal of Stres
s Management, 9(2), 81-97.

M. A. Zakaria, F. Yusof, and S. Deraman, “Hubungan Sokongan Sosial dan Pengertian

Hidup Dalam Kalangan Pelajar di Kolej Kemahiran Tinggi Mara, Masjid Tanah,”
Jurnal Sains Sosial: Malaysian Journal of Social Sciences, vol. 4, no. 1, pp. 44–53, 2019,
[Online]. Available: 485q https://www.kuim.edu.my/journal/index.php/JSS/article/view/
.
M. J. Chambel, and L. Curral, Stress in academic life: work characteristics as predictors
of student well- being and performance, Applied Psychology, 54(1), 2005, 135-
147.

Md. Ali Imran Ikbal Ahmed, Noorjahan Begum, students satisfaction in major
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

public University : A prep pandemic study in Bangladesh, 2021

URL:https://doi.org/10.46281/aijssr.v9i1.1355

N. B. Serin, O. Serin, and L. F. Özbas, Predicting university students' life satisfaction

by their anxiety and depression level, Procedia - Social and Behavioural Science,
9(2), 2010, 579-82

Nuttman-Shwartz, O., & Dekel, R. (2009). Ways of coping and sense of belonging
in the face of a continuous threat. Journal of Traumatic Stress, 22(6), 667-670.

Okdem, S., & Yardımcı, F. (2010). Universite ogrencilerinin algılanan sosyal destek
duzeylerinin bazı degiskenler acısından incelenmesi [The study on the level of
perceived social support among university students in terms of certain variables].
Anadolu Psikiyatri Dergisi- Anatolian journal of Psychiatry, 11(3), 228-234

Ostrove, J.M., & Long, S.M. (2007). Social class and belonging: Implications for college
adjustment. Review of Higher Education, 30(4), 363-389.

Pittman, L.D., & Richmond, A. (2007). Academic and psychological functioning in late
adolescence: The importance of school belonging. The Journal of Experimental
Education75(4), 270-290.

R. Bair, and J. G. Haworth, Doctoral student attrition and persistence: A meta-analysis of

research. Inproceedings of the annual meeting of the association for the study of
higher education (ASHE). Retrieved from http://eric.ed.gov/?id=ED437008, 1999.

R. Gilman, and E. S. Huebner, Characteristics of adolescents who reportvery high life

satisfaction, Journal of Youth and Adolescence, 35(3), 2006, 11-19,

T. Wright, Postgraduate research students: people in context, British Journal of Guidance

and Counselling, 31(2), 2003, 209-227.
Life Satisfaction and Perceived Stress in Graduate and Undergraduate Students

Y. Ozbay. A. Ayas, and S. Cepni, Biopsychological and psychosocial approaches in

stress
research, Journal of Academic Comments, 6(1), 1994, 45-49