Coping with academic stress and self-efficacy in university students: a profile-based approach

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Published: Jun 9, 2020
DOI: https://doi.org/10.17060/ijodaep.2020.n1.v1.1769
Keywords:
stress coping self-efficacy profiles university students

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Carlos Freire Rodríguez
Departamento de Psicología Universidade da Coruña (España)
María del Mar Ferradás Canedo
Departamento de Psicología Universidade da Coruña (España)

Abstract

Studies on academic stress confirm the important role played by self-efficacy and coping strategies in the prevention of pathological conditions in students. However, to date we lack evidence regarding the possible existence of differentiated profiles of students depending on the way they combine different coping strategies with their self-efficacy expectations. This person-based approach would therefore allow to determine which students would be in a situation of greater and lesser vulnerability to stress. 1072 students from the University of Corunna (Spain), aged between 18 and 48 years (M = 21.09; SD = 3.16) participated in the research. 729 participants (68%) were women and 343 (32%), men. Through alatent profileanalysis(LPA), threestudent profiles were identified: an adaptive coping group (high self-efficacy and high use of positive reappraisal, support seeking, and planning), a maladaptive coping group (low self-efficacy and low use of positive reappraisal, seeking support, and planning), and a group with high seeking support combined with low self-efficacy, low positive reappraisal and low planning. The results of this study show the existence of different types of students depending on the way they combine their self-efficacy and their coping strategies. Therefore, these findings seem to endorse the desirability of analyzing coping with university academic stress from the flexibility of coping strategies in combination with the beliefs of self-perceived competence.

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How to Cite
Freire Rodríguez, C., & Ferradás Canedo, M. del M. (2020). Coping with academic stress and self-efficacy in university students: a profile-based approach. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 133–142. https://doi.org/10.17060/ijodaep.2020.n1.v1.1769
Issue
Vol. 1 No. 1 (2020): PSYCHOLOGY AND HUMAN GROWTH
Section
Articles
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Author Biographies

Carlos Freire Rodríguez, Departamento de Psicología Universidade da Coruña (España)

Departamento de Psicología
Universidade da Coruña (España)

María del Mar Ferradás Canedo, Departamento de Psicología Universidade da Coruña (España)

Departamento de Psicología
Universidade da Coruña (España)

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