Abstract
BACKGROUND: Student well-being is a growing concern in Higher Education Institutions, yet postgraduate students remain overlooked. Although research has increasingly examined contributing factors to student well-being, limited attention has been given to the implications of perceived stress and the potential mediating roles of academic self-efficacy (ASE) and self-efficacy for self-regulated learning (SESRL) in postgraduate populations. This study investigated the prevalence of mental health and well-being outcomes, the association between perceived stress and mental well-being, and whether ASE and SESRL mediated this relationship among UK postgraduate students. METHODS: UK-enrolled postgraduate students completed an online survey assessing sociodemographic characteristics, mental health, mental well-being, perceived stress, ASE, and SESRL. Linear regression examined the association between perceived stress and mental well-being, and mediation analyses tested whether ASE and SESRL accounted for this relationship. RESULTS: A total of 115 postgraduate researchers and 219 postgraduate taught students participated. Most students reported moderate levels of perceived stress and mental well-being, with 11% experiencing high stress and 41% reporting low mental well-being. Around one-third met clinical thresholds for moderate-to-severe anxiety (32%) or depression (40%). Perceived stress was negatively associated with mental well-being, and this association was partially mediated by both ASE and SESRL. No differences in stress or mental well-being were found between postgraduate research and taught students. CONCLUSIONS: Findings are novel in demonstrating that postgraduate students' mental well-being is shaped by both perceived stress as a primary appraisal and ASE and SESRL as secondary appraisal resources. These results highlight the value of strengthening self-regulatory efficacy as a means of buffering the negative effects of stress and supporting well-being across postgraduate taught and research students. Implications for institutional support and resource provision are discussed.