The effects of academic stress and optimism on subjective well-being among first-year undergraduates

First-Year college students face various challenges as they enter a new environment. They are prone to academic stress, in which students perceive that the academicrelated pressure exceeds their coping ability. Studies have found that academic stress can affect subjective well-being. One way found to reduce the influence of academic stress on subjective well-being was a high level of optimism. This study examined the effect of academic stress on subjective well-being with optimism as the moderator, among the first-year undergraduates. The subjective well-being, consisting of two components, was assessed using the Satisfaction With Life Scale for the cognitive appraisal and the Positive Affect and Negative Affect Schedule for the affective appraisal. Academic stress and optimism were assessed using the Student-Life Stress Inventory and the Life Orientation Test-Revised respectively. The overall model significantly predicted subjective well-being (F(3, 211) = 47.653, p < 0.05, adjusted R² = 0.245). Academic stress significantly decreased subjective well-being (β = −0.383, t(213) = −6.302, p < 0.05). Optimism significantly increased the subjective well-being (β = 0.257, t(213) = 4.225, p < 0.05). Optimism did not significantly moderate the effect of academic stress on subjective well-being (t(211) = 0.491, p > 0.05). In sum, academic stress and optimism affected the subjective well-being of first-year undergraduates. The findings are useful in enhancing the orientation material for new students.