Multidisciplinary Journal Epistemology of the Sciences
Volume 3, Issue 2, 2026, July–September
DOI: https://doi.org/10.71112/krdk4027
ACADEMIC STRESS AND SUICIDAL IDEATION: THE MODERATING ROLE OF
PSYCHOLOGICAL RESILIENCE AMONG UNIVERSITY STUDENTS IN LIMA
ESTRÉS ACADÉMICO E IDEACIÓN SUICIDA: EL ROL MODERADOR DE LA
RESILIENCIA PSICOLÓGICA EN ESTUDIANTES UNIVERSITARIOS DE LIMA
Luis Angel Vega Palomino
Perú
DOI: https://doi.org/10.71112/krdk4027
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Academic stress and suicidal ideation: the moderating role of psychological
resilience among university students in Lima
Estrés académico e ideación suicida: el rol moderador de la resiliencia
psicológica en estudiantes universitarios de Lima
Luis Angel Vega Palomino
a,*
lavegap27@gmail.com
https://orcid.org/0000-0003-0595-4463
*
Corresponding author: lavegap27@gmail.com,
a
Universidad César Vallejo, Perú
ABSTRACT
The research aimed to determine the influence of academic stress on suicidal ideation,
considering the moderating role of psychological resilience in university students in Lima, Peru.
It adopted a quantitative approach with a non-experimental, cross-sectional design and an
explanatory scope. The sample consisted of 267 university students. The results showed that
academic stress had a positive and significant influence on suicidal ideation (β = 0.107; p <
.001), while psychological resilience showed a negative and significant influence (β = −0.174; p
< .001). Furthermore, the interaction between both variables was significant (β = −0.009; p <
.001). The effect of stress was greater in students with low resilience (β = 0.142) and less in
those with high resilience (β = 0.073). It was concluded that psychological resilience moderates
the relationship between academic stress and suicidal ideation, attenuating its influence.
Keywords: Academic stress; suicidal ideation; psychological resilience; university students;
mental health.
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RESUMEN
La investigación tuvo como objetivo determinar la influencia del estrés académico en la
ideación suicida, considerando el rol moderador de la resiliencia psicológica en estudiantes
universitarios de Lima, Perú. Además, adoptó un enfoque cuantitativo, con diseño no
experimental, transversal y alcance explicativo. La muestra estuvo conformada por 267
estudiantes universitarios. Los resultados evidenciaron que el estrés académico presentó una
influencia positiva y significativa sobre la ideación suicida (β = 0.107; p < .001), mientras que la
resiliencia psicológica mostró una influencia negativa y significativa (β = −0.174; p < .001).
Asimismo, la interacción entre ambas variables fue significativa (β = −0.009; p < .001). El efecto
del estrés fue mayor en estudiantes con baja resiliencia (β = 0.142) y menor en aquellos con
alta resiliencia (β = 0.073). Se concluyó que la resiliencia psicológica modera la relación entre
el estrés académico y la ideación suicida, atenuando su influencia.
Palabras clave: Estrés académico; ideación suicida; resiliencia psicológica; estudiantes
universitarios; salud mental.
Received: august 12, 2026 | Accepted: august 27, 2026 | April: august 28, 2026
INTRODUCTION
The mental health of students is increasingly important, as higher education presents
diverse academic, social, and personal demands. One of the most common psychological
problems at this level is academic stress, which arises from a set of academic demands
perceived by university students as exceeding their personal resources (Lazarus & Folkman,
1986). Some of the main contributing factors are: excessive workload, pressure for academic
performance, uncertainty about the future career, financial difficulties, and interpersonal
problems within university life (Pérez et al., 2025). When these conditions persist for an
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extended period, they can compromise psychological well-being and contribute to the
development of more serious emotional problems (Estrada et al., 2025).
The magnitude of academic stress has been documented in various international
contexts. In Germany, Olson et al. (2025) found that 73.2% of university students experienced
high levels of academic stress, while Hahn et al. (2025) identified that approximately 60%
experienced moderate levels. Similarly, Heumann et al. (2024) found a high frequency of
anxiety and depression associated with academic stress. In the Peruvian context, Cassaretto et
al. (2021) reported that 83% of university students experienced stress during the academic
semester, while Calizaya et al. (2022) reported a prevalence of 96.2% during the period of
online education. Additionally, García et al. (2024) indicated that between 47.4% and 87.1% of
university students experienced academic stress, with emotional symptoms of anxiety and
depression predominating. These findings have indicated that academic stress is a chronic
problem, with repercussions on the mental health of university students.
One of the most alarming consequences of deterioration in mental health is suicidal
ideation, defined as the presence of ideas, desires or plans aimed at ending one's own life
(Shneidman, 1981). The World Health Organization (WHO, 2025) indicates that suicide is one
of the leading causes of death between 15 and 29 years of age, while the Ministry of Health of
Peru (2022) establishes that 71.5% of suicide attempts in the country correspond to young
people between 15 and 34 years of age. Suicidal ideation in university students is an important
risk indicator due to its relationship with future suicidal behaviors and various emotional
disorders (Cherian et al., 2025). In Lima, this problem is worrying and may be related to
academic demands, psychological vulnerability and even socioeconomic factors.
The following research was then presented: Okechukwu et al. (2022) found that
academic stress significantly predicts suicidal ideation in university students, while Bong et al.
(2025) demonstrated that psychological resilience reduces the intensity of this relationship.
Similarly, Blanco et al. (2025) identified that resilience decreases the effect of academic stress
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on the intention to drop out of university, confirming its protective function in situations of high
academic pressure. In the Peruvian context, Cassaretto et al. (2024) indicated that resilience
reduces general psychological distress, while Serpa et al. (2023) demonstrated that it acts as a
protective mechanism against the negative effects of stress. Taken together, this background
suggests that psychological resilience constitutes a personal resource capable of reducing the
psychological consequences of academic demands.
From a theoretical standpoint, this research is based on Lazarus & Folkman (1986)
transactional model of stress, since stress arises from the interaction between environmental
demands and the individual's assessment of their resources to cope with them. Therefore,
academic stress was understood as the result of the interaction between the demands imposed
by the academic environment and the individual's perception of their own capacity to cope. In
this sense, academic stress itself was considered to consist of two dimensions: academic
stressors, which are understood as the academic requirements that generate pressure, such as
workload, evaluations, and institutional demands; and emotional reactions to these stressors,
such as anxiety, frustration, exhaustion, and academic hopelessness (Almengor et al., 2025).
This is also based on Shneidman (1981) theory of unbearable psychological pain,
according to which suicidal ideation represents a cognitive manifestation of emotional suffering
when it is perceived as intolerable. Suicidal ideation was understood as the presence of
thoughts, intentions, or plans of suicide as a manifestation of intense psychological suffering.
Finally, the theory of Connor & Davidson (2003) maintains that psychological resilience
constitutes a set of personal resources that promote positive adaptation to adversity and
mitigate the effects of stress on mental health. Both perspectives enriched the concept of
resilience, suggesting that it acts as a moderator between the impact of academic stress and
suicidal ideation. Ultimately, based on the analysis of both perspectives, psychological
resilience was defined as the capacity for positive adaptation to adverse or stressful situations,
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the return to a state of emotional equilibrium, and the continuity of psychological functioning in
stressful situations.
The limited evidence suggests that little research has been conducted on Peruvian
university students regarding the relationship between academic stress and suicidal ideation,
including psychological resilience as a moderating variable. This reality hinders a full
understanding of the protective factors that could mitigate the negative effects of academic
stress on mental health and impedes the development of evidence-based preventive
intervention programs. In this context, the objective of this study was to determine the influence
of academic stress on suicidal ideation, considering the moderating role of psychological
resilience in university students in Lima. The hypothesis was that academic stress significantly
influences suicidal ideation and that this relationship is moderated by psychological resilience,
such that higher levels of resilience attenuate the effect of academic stress on suicidal ideation.
METHODOLOGY
The research employed a quantitative approach, analyzing numerical data (Hernández &
Mendoza, 2018). A non-experimental, cross-sectional, correlational-causal design was used, as
the variables were observed without manipulation and measured at a single point in time
(Ñaupas et al., 2018). The analysis was conducted using a regression-based moderation model
with an interaction term, a recommended procedure for evaluating the moderating effect of a
third variable on the influence between an independent and a dependent variable (Hayes &
Rockwood, 2020).
The population consisted of students enrolled in public and private universities in Lima,
totaling an estimated 744,351 students, according to records from the National Institute of
Statistics and Informatics (INEI, 2023). A simple random probability sampling method was used,
resulting in a sample of 267 university students. Regarding the sample characteristics, 53.2%
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were male and 46.8% were female. The majority of students were between 18 and 20 years old
(46.4%), attended public universities (54.3%), and were simultaneously studying and working
(51.3%). Furthermore, the largest proportion were in their third or fourth academic year (46.4%)
and were enrolled in face-to-face classes (87.3%).
The sociodemographic data sheet was developed by the author to collect information
related to the participants' sex, age, type of university, employment status, academic year,
faculty, and study modality. The Academic Stress Scale was developed by Almengor et al.
(2025), comprised of 17 items distributed across two dimensions: stressors (8 items) and
emotional responses (9 items), with a five-point Likert-type response format. In its original
validation, it showed adequate fit indices (χ²/df = 1.26; CFI = .951; TLI = .944; RMSEA = .063;
SRMR = .054) and adequate internal consistency (ω = .934). In the present study, the
instruments were submitted to expert review, yielding an Aiken's V of 1.00, and in the pilot test,
it achieved a Cronbach's alpha coefficient of .970.
Likewise, the Suicidal Ideation Frequency Inventory, validated by Baños et al. (2021),
consists of five items with a Likert-type response format. Confirmatory factor analysis
demonstrated a good model fit (χ²/df = 1.86; CFI = .988; SRMR = .047) and internal consistency
(ω = .800). In the present study, it obtained an Aiken's V of 1.00 and a Cronbach's alpha
coefficient of .935 during the pilot test. The Connor-Davidson Brief Resilience Scale (CD-RISC-
10), adapted and validated in a Peruvian population by Bernaola et al. (2022), consists of 10
items with a five-point Likert-type response format. In the validation study, it showed good fit
indices (χ²/df = 2.43; CFI = .915; TLI = .934; RMSEA = .070; SRMR = .047) and internal
consistency (ω = .827). In this study, an Aiken's V of 1.00 and a Cronbach's alpha coefficient of
.972 were achieved in the pilot test.
Data processing was performed using Microsoft Excel and IBM SPSS Statistics version
26, the latter being used for descriptive and moderation analysis of the variables. A significance
level of p < .05 was adopted for hypothesis testing (Hernández & Mendoza, 2018). Additionally,
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moderation models were estimated using Jamovi software version 2.7.7. Finally, the
interpretation of regression coefficients was based on the beta (β) coefficient, which expresses
the magnitude and direction of the predictor effect (Keith, 2019). Multiple linear regression with
an interaction term was used to evaluate the moderating effect (Roustaei, 2024). The results are
reported using β coefficients, standard errors (SE), Z-statistics, and significance (p) values.
When the interaction term proved significant, a simple slope analysis was performed and the
corresponding interaction graphs were presented.
RESULTS
Table 1 shows the distribution of the levels of the study variables. Academic stress was
concentrated primarily at the moderate and high levels, both at 41.9%. Similarly, the dimensions
of stressors (42.7%) and emotional responses (47.2%) were most frequent at the moderate
level. Regarding suicidal ideation, the minimal level predominated (56.6%), while psychological
resilience was mainly concentrated at the functional level (91.4%).
Table 1.
Distribution of the levels of the study variables (n = 267)
Variable
Level
n
%
Academic stress
Mild
43
16.1%
Moderate
112
41.9%
High
112
41.9%
Total
267
100%
Stressors
Mild
41
15.4%
Moderate
114
42.7%
High
112
41.9%
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Total
267
100%
Emotional
responses
Mild
42
15.7%
Moderate
126
47.2%
High
99
37.1%
Total
267
100%
Suicidal ideation
Minimal
151
56.6%
Moderate
98
36.7%
Severe
18
6.7%
Total
267
100%
Psychological
resilience
Limited
5
1.9%
Functional
244
91.4%
Strengthened
18
6.7%
Total
267
100%
Note: Original work
Table 2 shows the results of the moderation model between academic stress,
psychological resilience, and suicidal ideation. Academic stress had a positive and statistically
significant influence on suicidal ideation (β = 0.107, p < .001). Psychological resilience also
showed a negative and significant influence (β = −0.174, p < .001). The interaction term
between academic stress and psychological resilience was also negative and statistically
significant (β = −0.009, p < .001), demonstrating a moderating effect of psychological resilience
on the relationship between these two variables.
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Table 2.
Model of the moderation of academic stress on suicidal ideation with psychological resilience as
a moderating variable
Predictor
β
SE
Z
p
Academic stress
0.107
0.011
9.71
< .001
Psychological resilience
−0.174
0.050
−3.44
< .001
Academic stress × Psychological resilience
−0.009
0.002
−3.72
< .001
Note: β = beta coefficient; SE = standard error; Z = Z statistic; p = significance level.
To interpret the interaction effect, a simple slope analysis was performed. Table 3 shows
that the influence of academic stress on suicidal ideation was significant at all three levels of
psychological resilience (p < .001). However, the magnitude of the effect was greatest in
students with low psychological resilience (β = 0.142), decreased in those with an average level
(β = 0.107), and was smallest in those with high psychological resilience (β = 0.073), indicating
that psychological resilience attenuates the influence of academic stress on suicidal ideation.
Table 3.
Simple slope analysis of the moderating effect of psychological resilience
Level of
psychological resilience
β
SE
Z
p
Low (−1 SD)
0.142
0.015
8.99
<
.001
Average
0.107
0.011
9.54
<
.001
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High (+1 SD)
0.073
0.013
5.43
<
.001
Note: β = beta coefficient; SE = standard error; Z = Z statistic; p = significance level.
Table 4 shows the results of the moderation model between stressors, psychological
resilience, and suicidal ideation. Stressors showed a positive and statistically significant
influence on suicidal ideation (β = 0.218, p < .001). Similarly, psychological resilience showed a
negative and significant influence (β = −0.170, p < .001). The interaction term between stressors
and psychological resilience was also negative and statistically significant (β = −0.017, p <
.001), demonstrating a moderating effect of psychological resilience on the relationship between
these two variables.
Table 4.
Moderating model of stressors on suicidal ideation with psychological resilience as a moderating
variable
Predictor
β
SE
Z
p
Stressors
0.218
0.023
9.23
< .001
Psychological resilience
−0.170
0.051
−3.32
< .001
Stressors × Psychological resilience
−0.017
0.005
−3.35
< .001
Note: β = beta coefficient; SE = standard error; Z = Z statistic; p = significance level.
Table 5 presents the simple slope analysis. It shows that the influence of stressors on
suicidal ideation was significant at all three levels of psychological resilience (p < .001).
However, the magnitude of the effect was greatest in students with low psychological resilience
(β = 0.284), decreased in those with an average level (β = 0.219), and was smallest in those
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with high psychological resilience (β = 0.153), demonstrating that psychological resilience
attenuates the influence of stressors on suicidal ideation.
Table 5.
Simple slope analysis of the moderating effect of psychological resilience on the relationship
between stressors and suicidal ideation
Level of psychological
resilience
β
SE
Z
p
Low (−1 SD)
0.284
0.033
8.56
<
.001
Average
0.219
0.024
9.10
<
.001
High (+1 SD)
0.153
0.028
5.27
<
.001
Note: β = beta coefficient; SE = standard error; Z = Z statistic; p = significance level.
Table 6 shows the results of the moderation model between emotional responses,
psychological resilience, and suicidal ideation. Emotional responses showed a positive and
statistically significant influence on suicidal ideation (β = 0.199, p < .001). Similarly,
psychological resilience showed a negative and significant influence (β = −0.176, p < .001). The
interaction term between emotional responses and psychological resilience was also negative
and statistically significant (β = −0.017, p < .001), demonstrating a moderating effect of
psychological resilience on the relationship between these two variables.
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Table 6.
Moderation model of emotional responses to suicidal ideation with psychological resilience as a
moderating variable
Predictor
β
SE
Z
p
Emotional Responses
0.199
0.020
9.71
<
.001
Psychological Resilience
−0.176
0.050
−3.47
<
.001
Emotional Responses× Psychological Resilience
−0.017
0.004
−3.66
<
.001
Note: β = beta coefficient; SE = standard error; Z = Z statistic; p = significance level.
Table 7 presents the simple slope analysis. It shows that the influence of emotional
responses on suicidal ideation was significant at all three levels of psychological resilience (p <
.001). However, the magnitude of the effect was greatest in students with low psychological
resilience (β = 0.263), decreased in those with an average level (β = 0.200), and was smallest in
those with high psychological resilience (β = 0.137), demonstrating that psychological resilience
attenuates the influence of emotional responses on suicidal ideation.
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Table 7.
Simple slope analysis of the moderating effect of psychological resilience on the relationship
between emotional responses and suicidal ideation
Level of
psychological resilience
β
SE
Z
p
Low (−1 SD)
0.263
0.029
8.98
<
.001
Average
0.200
0.021
9.54
<
.001
High (+1 SD)
0.137
0.025
5.45
<
.001
Note: β = beta coefficient; SE = standard error; Z = Z statistic; p = significance level.
DISCUSSION
The results allowed the research to achieve its objective, demonstrating that academic
stress significantly influences suicidal ideation and that this relationship is moderated by
psychological resilience. Consequently, the hypothesis was supported, as the effect of
academic stress on suicidal ideation decreased as levels of psychological resilience increased.
These results indicate that resilience is a moderating psychological resource that influences the
relationship between academic demands and the mental health of university students.
Regarding the overall model, academic stress positively predicted suicidal ideation, while
psychological resilience showed a protective effect. The interaction effect was significant,
demonstrating that the relationship between both variables depends on the student's level of
resilience. These results are consistent with Okechukwu et al. (2022), who found that academic
stress is a significant predictor of suicidal ideation in university students, and also with Bong et
al. (2025), who found that resilience attenuated the relationship between stress and
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psychological distress variables. Blanco et al. (2025) also mentioned that resilience attenuated
the perceived negative effects of academic demands, thus supporting the findings of this
research.
Regarding the stressors dimension, it was found that the demands of the university
context have a significant impact on suicide risk, but this effect is attenuated as psychological
resilience increases. It could be inferred that students with greater personal resources respond
more adaptively to academic demands, decreasing the risk of suicidal thoughts. This is
consistent with the findings of Cassaretto et al. (2024), who concluded that resilience acts as a
protective factor against psychological distress, and also with the findings of Serpa et al. (2023),
who indicated its positive relationship with the use of functional coping strategies in the face of
stressors.
Regarding the emotional responses dimension, it was observed that the affective
reactions generated by academic stress also significantly influence suicidal ideation, with this
effect being less intense in students with higher levels of resilience. This finding emphasizes
that emotional regulation and resilience have a lesser impact on psychological vulnerability to
academic stress. In this sense, the findings are consistent with Heumann et al. (2024), who
identified a high co-occurrence of stress, anxiety, and depression in university students, as well
as with García et al. (2024), who reported that emotional manifestations represent one of the
main consequences of academic stress.
Theoretically, the results support Lazarus & Folkman's (1986) transactional model of
stress, which posits that the impact of stress depends on an individual's appraisal of
environmental demands and their coping resources. Furthermore, the findings are consistent
with Shneidman (1981) theory of psychological pain, demonstrating that increased academic
stress contributes to suicidal thoughts when emotional suffering exceeds coping capacity.
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Finally, the findings confirm Connor & Davidson's (2003) assertion that resilience represents a
set of psychological resources that promote positive adaptation to adversity and mitigate the
negative effects of stress on mental health.
The results obtained should be discussed considering some limitations. The first and
most relevant is that, given the cross-sectional design, it is not possible to establish definitive
causal relationships between the variables studied. Therefore, future longitudinal studies would
be necessary to describe the effect of one variable on another over time. Second, although the
sample size was sufficient for the analyses performed, the research was conducted on a sample
of university students from Lima, meaning that the results cannot be generalized to other areas
of the country. Finally, the application of self-report instruments is subject to the influence of
social desirability bias or over- or under-reporting by the participants. This last limitation was
partially mitigated by the use of instruments with evidence of validity and adequate reliability for
the population context.
The findings have practical implications that underscore the importance of including
institutional programs to foster psychological resilience as a preventative strategy against the
effects of academic stress and suicidal ideation. In this regard, universities could implement
socio-educational programs focused on developing coping skills, emotional regulation, and
timely psychological support. It is proposed that future research include other potential
moderators and mediators (such as social support, emotional intelligence, or coping strategies),
expand the university context studied, or incorporate longitudinal designs to explore the
dynamics of these relationships in greater depth
CONCLUSIONS
It has been established that academic stress significantly influences suicidal ideation in
university students, moderated by psychological resilience. This means that greater
psychological resilience correlates with a lesser influence of academic stress on suicidal
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ideation, supporting the protective role of this factor in the face of academic demands.
The dimensions of stressors and emotional responses also have a significant effect on
suicidal ideation, which is less pronounced in students with higher levels of psychological
resilience. This leads to the conclusion that it is crucial for institutions to promote strategies
aimed at strengthening resilience as a central theme in mental health promotion and suicide
prevention programs within the university context.
Declaration of conflict of interest
The author declares no conflict of interest related to this research.
Declaration of authorship contribution
Luis Angel Vega Palomino was responsible for the conceptualization of the study, the
methodological design, data collection and analysis, interpretation of the results, and the
drafting, review, and approval of the final version of the manuscript.
Artificial Intelligence Usage Statement
The author declares that artificial intelligence tools were used solely to support the
manuscript preparation process. Their use was limited to assistance tasks and did not replace
the analysis, interpretation, argumentation, or scientific writing of the work. Responsibility for the
content, originality, and conclusions of the article rests exclusively with the author.
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