Comparative Analysis of Stress Coping Strategies Among University Students by Academic Year

Thesis Abstract

This study investigates the variations in stress coping strategies among university students across different academic years to address the rising concern of academic-related stress and its impact on student well-being and academic performance. The increasing academic demands associated with progression through university levels necessitate a comprehensive understanding of how students adapt their stress management mechanisms over time. The primary aim is to compare the coping strategies employed by first-year, second-year, third-year, and final-year students, with specific objectives to identify prevalent coping mechanisms in each group, analyze the differences statistically, and explore the underlying psychological factors influencing these strategies. Using a cross-sectional research design grounded within the transactional model of stress and coping theory proposed by Lazarus and Folkman (1984), the study collected quantitative data through structured questionnaires from a stratified random sample of 600 students from a large state university, proportionally representing each academic year. The sample consisted of 150 students per academic year category, selected through stratified random sampling to ensure representativeness. Data collection instruments included the Stress Coping Strategies Inventory (SCSI) and a demographic questionnaire validated through a pilot study, with Cronbach's alpha coefficients exceeding 0.78, indicating acceptable reliability. Data analysis employed descriptive statistics to profile coping strategies across groups and inferential techniques such as ANOVA to examine differences among academic years. Post-hoc analyses utilizing Tukey's HSD test identified specific pairwise variations. Additionally, multiple regression analysis was conducted to explore predictors of adaptive and maladaptive coping, considering variables such as academic stress levels, social support, and self-efficacy. Qualitative responses from open-ended questions were thematically analyzed to supplement quantitative findings and contextualize coping behaviors. It is anticipated that results will reveal significant differences in coping strategies, with early-year students predominantly engaging in emotion-focused approaches and higher-year students adopting more problem-focused methods. Final-year students are expected to exhibit a balanced use of both strategies, influenced by increased academic workload and impending transitions into the workforce. The study expects to find that social support and self-efficacy positively correlate with adaptive coping, whereas high academic stress levels are associated with maladaptive strategies such as avoidance or substance use. This research contributes to the existing body of knowledge by providing a nuanced understanding of how stress coping mechanisms evolve over the course of tertiary education, guided by Lazarus and Folkman’s transactional framework. It also elucidates the contextual factors that influence students' stress responses, offering a basis for tailored intervention programs. The study recommends the integration of stress management workshops into university orientation and development programs, with particular focus on equipping students in higher years with effective, problem-focused coping skills. Additionally, it advocates for policy adjustments to foster socio-emotional support networks within academic institutions. Future research should investigate longitudinal patterns of coping and the effectiveness of targeted interventions for different student groups, thereby contributing to holistic strategies aimed at enhancing student resilience and academic success.