Psychoneuroendocrine and Biochemical Markers of Academic Stress in Iraqi Postgraduate Students: A Narrative Review
Objective: To synthesize evidence on psychoneuroendocrine and biochemical markers associated with academic stress and burnout, with emphasis on Iraqi postgraduate students and context-specific stressors, and to outline a research agenda for universities in Iraq.
Methods and Materials: This narrative review summarizes peer-reviewed literature and regional reports on stress biology relevant to higher education, focusing on hypothalamic–pituitary–adrenal axis activity (cortisol), catecholamines (adrenaline, noradrenaline), inflammatory cytokines (IL-6, TNF-α), C-reactive protein, and oxidative-stress indices (for example, malondialdehyde, superoxide dismutase). Conceptual coverage includes acute versus chronic stress, pandemic-related disruptions, sleep disturbance, and resource constraints typical of Iraqi campuses.
Findings: Across studies in student populations, academic stress is consistently linked to dysregulated cortisol rhythms, heightened catecholamine responses, elevated pro-inflammatory markers, and increased oxidative stress, which correlate with impairments in attention, memory, mood, and sleep. Evidence specific to Iraqi postgraduate students is emerging but fragmented, with few studies integrating psychological measures and biomarker panels using standardized sampling (for example, time-of-day for cortisol) and preregistered analytic plans. Structural barriers—limited laboratory capacity, socioeconomic strain, and stigma—compound risk and hinder surveillance. A pragmatic campus protocol could prioritize a minimal panel (salivary diurnal cortisol, high-sensitivity CRP, IL-6, TNF-α, and an oxidative-stress index), paired with validated scales for perceived stress, sleep quality, anxiety/depression, and academic functioning, in cross-sectional screening and longitudinal cohorts.
Conclusion: Academic stress among Iraqi postgraduate students likely involves convergent neuroendocrine, immune-inflammatory, and oxidative pathways that degrade cognitive and emotional health. Universities should develop integrated psychological–biochemical screening and support programs, standardize biomarker collection, and invest in longitudinal designs to identify modifiable risks and evaluate campus interventions.
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