Abstract

This study proposed a new model for understanding the relationship between social capital investment (SCI) and academic stress (AS). The effect of SCI over the psychological symptoms of AS (PsyS) through multiple and sequential mediation of bonding social capital (BSC), socio-emotional support (SES) and self-efficacy was analyzed through partial least squares structural equations modeling (PLS-SEM). Based on data from 150 university students, findings suggest that as students increase their level of SCI, their perception of greater SES and BSC grows; in turn, this raises the probability to perceive higher levels of self-efficacy; and higher levels of SES and self-efficacy decrease PsyS levels. New identified effects in the analyzed relationship provide the basis for future intervention and research.