The Impact of Chronic Stress on Cognitive Functioning and Academic Performance in Older Students: A Longitudinal Study

Abstract

Chronic Stress has become a significant barrier to academic perfection among adult learners, although the crossroad between psychological strain and cognitive utility is poorly studied in the framework of the new education environment. This study examines the effects of chronic Stress on cognitive and academic performance in older students (25-50 years) who are being applied using a quantitative longitudinal design. The research model, which was based on Cognitive Load Theory and the Life Course Approach, was examined with the help of the Partial Least Squares Structural Equation Modeling (PLS-SEM) on a sample of 450 participants, over the period of 12 months. The measurement model is supported by the empirical findings that indicate good internal consistency (Cronbach’s Alpha > 0.75) and convergent validity (AVE = 0.50 and more). The structural analysis demonstrates that the effect of chronic Stress on cognitive functioning is a strong negative factor (β = -0.48, p < 0.001), and cognitive functioning is a strong positive predictor of academic performance (β = 0.55, t = 6.40). An R2 of 0.64 was attained in the research model, which means that the cognitive degradation brought about by Stress can explain a significant 64 % academic outcomes. These results indicate that chronic Stress acts as a physiological burden on the brain processing hardware, namely, the reduction of working memory and executive control. The research finds that academic performance among the elderly students depends on cognitive maintenance. It suggests that educational policymakers should shift away from the traditional pedagogical support to integrated mental health infrastructures that emphasize cognitive resilience as a precondition to academic preparedness.