The Relationship between Social Skills and Academic Stress among University Students in Cameroon.

Abstract

As higher education environments become increasingly demanding, understanding the factors that shape students’ stress levels is essential for promoting their well-being and academic success. Using a quantitative correlational research design, the study examines how core social skills such as communication, empathy, cooperation, and conflict management relate to perceived academic stress. Data were collected from undergraduate students across selected Cameroonian universities using standardized social skills and academic stress scales. This study analyzed the relationship between social skills and academic stress among university students in Cameroon using a mixed-methods approach. The sample included 537 students from four state universities, selected through purposive and stratified sampling. Data were collected using questionnaires and focus group discussions, with closed-ended questions analyzed via SPSS and open-ended responses through thematic analysis. Findings revealed that 95.2% of students believe social skills are crucial in reducing academic stress. A significant positive correlation (R-value of 0.470**, p < 0.000) was found, indicating that higher social skills are associated with increased academic stress, explaining 84.5% of the variance in stress levels. Effective communication and teamwork were highlighted as key components in managing academic stress, especially during group work. The null hypothesis was rejected, affirming a significant relationship between social skills and academic stress. It is recommended that universities in Cameroon implement programs to enhance students' social skills, focusing on communication and teamwork through workshops and training sessions. This could foster a more collaborative environment and support both academic success and mental well-being.