Mediating role of stress in Study From Home and academic performance among Malaysian university students

Despite the growing adoption of Study From Home (SFH) as a mainstream educational approach, especially in Malaysian higher education, concerns remain about its psychological and academic impact on students. A key issue that persists is how SFH-related demands—such as increased autonomy, limited interaction, and digital learning barriers—affect students’ stress levels and, in turn, their academic performance. Although various studies have explored the challenges of online learning, there is still limited empirical evidence from Malaysia that specifically examines how stress functions as a mediating factor in the relationship between SFH and academic outcomes. Addressing this gap, the present study investigates the relationship between SFH, stress, and student academic performance among university students in Malaysia. Utilizing data collected from 200 respondents across public and private institutions via an online survey, this quantitative research employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the hypothesized relationships. The findings reveal that SFH has a significant influence on both student stress and academic performance, with stress fully mediating the relationship between SFH and performance. These insights not only deepen the understanding of remote learning dynamics but also provide practical recommendations for educators and policymakers seeking to improve online education systems and support student well-being.

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