Targeting components of social capital on campus to alleviate Canadian post-secondary students' academic stress.

This study measured the effect of various dimensions of social capital on the reporting of stress impacting the academic performance of Canadian undergraduate students. The American College Health Association collects information on undergraduate students' habits, behaviors, and perceptions of various health topics through the National College Health Assessment-II (NCHA-II) survey. This cross-sectional study utilized the Spring 2019 NCHA-II survey data from 55,284 respondents across 58 Canadian post-secondary institutions. Of this, 31,091 undergraduate students (56.2%) reported being stressed within the past year and were included in our analysis. Nine factors were selected from the questionnaire based on their relevance to social capital in the literature, and an additional seven socio-demographic factors were controlled for in subsequent analyses. The associations between these predictor variables and stress impacting students' academic performance were examined by fitting univariable and mixed-effects logistic regression models. Our study found having warm and trusting relationships with others, feeling a sense of belongingness, and feeling society is a good place for all individuals significantly decreased the odds of students reporting stress impacting their academic performance. Campuses that support student mental health, institutions that provide information regarding stress reduction, and feeling safe on campus also lowered the odds of students reporting stress adversely affecting their academics. These components of social capital should be targeted at higher education institutions to cultivate social capital, alleviate the implications of stress affecting academic success, and promote interpersonal resiliency skill-building among students. [ABSTRACT FROM AUTHOR]