Abstract

This study investigated the impact of stress management on academic performance and well-being among ACAEX scholar students at Bestlink College of the Philippines (2025–2026). Addressing a critical gap, it aimed to understand how stress coping relates to academic outcomes, psychological health, and self-determination theory in high-achieving scholars, providing essential evidence for targeted support programs. A quantitative descriptive correlational design was used, gathering data from 276 ACAEX scholar students via purposive proportionate stratified sampling. Instruments included a demographic questionnaire, stress management inventory, academic records, and the validated Warwick-Edinburgh Mental Well-being Scale, all rigorously reviewed and pilot-tested. Data analysis utilized frequency distribution, weighted mean, standard deviation, and Spearman’s rho correlation, suitable for non-normal distributions. The sample was predominantly 18–20 years old (48%), female (57%), and high-achieving (99% GWA 1.00–2.00). Stress management significantly supported academic performance (mean 3.27), particularly in requirement submission. Well-being showed consistent cheerfulness (mean 3.46) but challenges in relaxation. Self-determination constructs were moderate-high, with motivation and engagement showing a significant positive association with stress management, unlike autonomy, competence, and relatedness. A significant overall positive relationship between stress management and self-determination was confirmed. Stress management demonstrably benefits academic performance and well-being, with motivation and engagement as key drivers. The findings emphasize the value of integrating stress management and self-determination in student support. Recommendations include developing tailored programs, embedding coping strategies in education, and conducting further research to explore long-term impacts and personalized interventions.