Electronic Theses and Dissertations



Document Type


Degree Name

Doctor of Philosophy


Educational Psychology & Research

Committee Chair

Yeh Hsueh

Committee Member

Leigh Harrell-Williams

Committee Member

James Ford

Committee Member

William Akey


The purpose of this study was to examine the relationship between stress and well-being among online undergraduate college students, and to explore the role of social support as a potential moderator in this relationship. This study utilized cross-sectional survey data collected from 175 undergraduate students enrolled exclusively in online courses during the spring 2021 semester at an urban, public university in the midsouth US. Roughly 65% of the sample was comprised of nontraditional-aged students, those 24 years and older. A series of MANOVAs revealed statistically significant differences in perceived stress and social support across age, gender, and race. Regression results revealed that perceived stress and social support account for 36% of the variance in online college students well-being, with additional evidence suggesting that social support functions as a main effect and not a buffering effect on the well-being of these students. Significant findings of this study highlight the diverse perspectives of stress and support among online college students and draws attention to the impact of stress and support on online students subjective well-being. This study provides practical implications for higher education professionals and theoretical implications for how social support may function among online undergraduate college students.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest