Coping strategies for academic stress in undergraduate students: Early childhood and primary education

Abstract

Introduction: In this study, situations in the university environment that cause high stress are identified and the stress-coping strategies used by students to deal with stressful situations in the university environment are analyzed. Method: A correlation and multiple regression analysis was carried out in successive steps with the variables analyzed in order to establish a predictive model of the strategies that help students to face academic stress. The sample consisted of 276 students of Education (58.1%) and Primary Education (41.9%) at the University of Valladolid, with ages between 17 and 32 with an average age of M = 20.8 and a standard deviation of DT = 3.33. Results: The results showed that students consider that the situation that generates the most stress is related to the load, rhythm and organization of work. The most used strategies for coping with the stress generated by academic obligations are desiderative thinking, emotional expression, problem solving and social withdrawal. The multiple regression analysis allows obtaining a model that explains 30% of the variance of academic stress with academic obligations, records and future expectations, interpersonal difficulties and expression and communication of own ideas. Conclusion: Depending on the stressful event, students select which strategy to use according to a defined pattern. This study allows us to use the model obtained as the basis for a training program in strategies that correlate significantly with students who correctly deal with situations of academic stress.