The impact of academic advising on students’ psychological distress and resilience

Context and relevance. University students often face a high academic workload, competition, and the need to process large volumes of information in a short time. These factors, combined with personal insecurity and stress, contribute to the development of anxiety and psychological distress. Under such conditions, the role of academic advising increases, serving as a form of support that helps reduce emotional tension and improve students’ psychological well-being. Objective. To examine the relationship between academic advising, psychological distress, and student resilience. Hypothesis. It is assumed that participation in an academic advising program reduces anxiety and stress levels and strengthens psychological resilience. Materials and methods. A cross-sectional correlational study was conducted among 73 pharmacy students (49 females and 24 males, mean age 19,2 ± 0,81 years). Advising was provided by faculty members with more than five years of experience in medical education. The study included two stages. At the first stage, students completed the Depression, Anxiety and Stress Scale (DASS-21) and the 10-item Connor–Davidson Resilience Scale (CD-RISC-10). At the second stage, students were re-assessed using the DASS-21, Perceived Advisor Support Scale (PASS), and a feedback questionnaire designed to evaluate the support received. Changes in emotional state were evaluated using DASS-21 (comparison of Stage I and Stage II), whereas the CD-RISC-10 and PASS scales were used to compare independent samples of first- and second-year students. Results. Mean DASS-21 scores significantly decreased from 38,69 ± 7,77 at the beginning of the semester to 32,37 ± 6,56 at the end (t = 5,168, p < 0,001), indicating reduced levels of depression, anxiety, and stress. For the CD-RISC-10 scale, the mean scores were 22,71 ± 5,66 for first-year students and 21,54 ± 4,52 for second-year students. For the PASS scale, the mean scores were 34,36 ± 6,07 and 31,43 ± 5,91, respectively. The reliability of the scales, assessed using Cronbach’s alpha, ranged from 0,81 to 0,93. Pearson’s correlation analysis revealed a negative relationship between perceived advisor support (PASS) and psychological distress (r = –0,181, p < 0,05), as well as between resilience and psychological distress (r = –0,274, p < 0,05). Conclusion. Academic advising has a positive impact on students’ psychological well-being by reducing distress levels and strengthening psychological resilience. The findings support the relevance of developing mentoring programs within higher education systems that aim to enhance students’ emotional well-being and resilience.

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