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.