Mediation of coping style between academic self-efficacy and academic stress in middle school students

Abstract

Objective: To explore the mediating role of coping styles between academic self-efficacy and academic stress among middle school students and to provide insights into potential intervention strategies to alleviate academic stress. Methods: A total of 2,720 middle school students participated in the survey, which utilized the Academic Self-Efficacy Scale, Academic Pressure Scale, and Simplified Coping Style Questionnaire. The sample included 1,336 boys (49.1%) and 1,384 girls (50.9%), with ages ranging from 11 to 18 years and an average age of 14.48 ± 1.47 years. Results: Academic stress was negatively correlated with academic self-efficacy and positive coping style (r = −0.37, −0.3, p < 0.001), and positively correlated with negative coping style (r = 0.32, p < 0.001). Both coping styles significantly mediated the relationship between academic self-efficacy and academic stress, with positive and negative coping accounting for 47.38 and 18% of the total effect, respectively. Conclusion: Academic self-efficacy has both direct and indirect effects on academic stress, with coping styles playing a critical mediating role. These findings suggest that fostering academic self-efficacy and encouraging positive coping strategies can effectively alleviate academic stress, providing insights for intervention programs aimed at promoting student wellbeing.