Perceived social support, perceived stress, emotional fatigue, and psychological distress among university students: an analysis of structural equations

Apaza-Calla E.H.; Apaza-Calla B.W.; Aquize Anco E.W. · Frontiers in Education (2026) · DOI: 10.3389/feduc.2026.1886094

Resumen

Introduction – Psychological distress has acquired great relevance in university education systems, where factors such as stress, emotional fatigue, and social support play an important role in its configuration. Objective – The study aimed to determine how the interaction between social support, stress, and emotional fatigue configures psychological distress in university students. Method – An explanatory study was carried out with 580 university students of both sexes (59.5% women), their ages ranged between 18 and 30 years (M = 21.0; SD = 2.43). The Multidimensional Perceived Social Support Scale (MMPs), the Perceived Stress Scale (EPGE-13), the Emotional Fatigue Scale (ECE), and the Kessler Psychological Distress Scale (KS10) were administered. Results – The model achieved a good fit (CFI = .980, TLI = .953, RMSEA=.067, SRMR=.039). With respect to the hypotheses, the support of the family (β = 0.21) and others significant (β = 0.22) positively predicted eustress, while the support of friends maintains a negative effect (β = - 0.12). Perceived support from friends (β=-.08) and other significant people (β=-.09) are not potential predictors of distress. On the other hand, distress confirmed its direct effect on emotional fatigue (β = 0.60) and psychological distress (β = 0.27). Finally, emotional fatigue (β = 0.51) proved to be positive predictors of psychological distress, and eustress negative predictor (β = −0.22). Conclusion – The hypotheses raised were confirmed, except for four and five. In the model, emotional fatigue is the predictor with the greatest magnitude of psychological distress, while the dimensions of social support proved to be factors that promote eustress.

Instituciones: Universidad Peruana Unión