The mediating effect of perceived academic support on the relationship between academic stress and mental well-being among technical and vocational education and training (TVET) trainees

Academic stress is globally recognised as a vital determinant of mental well-being in students. Nevertheless, limited evidence exists on how this relationship is mediated by perceived academic support. This study examined these associations in technical and vocational colleges (TVCs) in Kenya. A stratified random sample of 407 trainees (aged between 17 and 44 years, 54.7% males) was obtained from 211 public TVCs, and the following measures were administered: Perceived Academic Stress Scale, Perceived Academic Support Scale and Short Warwick–Edinburgh Mental Well-Being Scale. Multiple regression analysis shows that all dimensions of perceived academic support were significant predictors of mental well-being. However, while academic expectations positively, self-perception negatively predicted mental well-being, and the work and examination subscale did not predict it. The mediation analysis results indicated that perceived academic support mediated perceived academic stress and mental well-being. It partially mediated academic expectations and stress associated with workload and examinations, and completely mediated academic self-perception. Notably, however, the mediating role of academic support was found to vary across academic stress dimensions. These findings highlight the mediating role of perceived academic support in the relationship between academic stress and mental well-being, with variations observed across academic stress dimensions.