Academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education

Abstract

This study aimed to examine the associations between perceived stress, coping, emotion dysregulation, affect and psychosomatic symptoms in higher education. Participants were 183 first-year undergraduates (84% female) that completed the Perceived Stress Scale, the Brief-COPE, the Difficulties in Emotion Regulation Scale, the PANAS, and the Manifestations of Physical Discomfort Questionnaire. Significant gender differences were found in perceived stress and psychosomatic symptoms (both higher in women), and in coping (emotional vs. humour support strategies higher for women and men, respectively). Process analysis showed that emotion dysregulation partially mediated the association between perceived stress and affect and psychosomatic symptoms. Only positive reframing partially mediated the association between perceived stress and positive affect. Emotion dysregulation seems to play an important role in the development of negative affect and psychosomatic symptoms in higher education students. This could encourage institutions to promote developmental programs targeting emotion regulation to support students in the transition to higher education.

University students’ strategies of coping with stress during the coronavirus pandemic: Data from Poland

“…University studies are a stressful period as they mean the transition to independent, adult life. Beginning studies can be stressful to many students, since it means the necessity to establish new relationships, develop new studying habits related to the chosen program, cope with overwork, learn time management, and often also change one's place of residence [1,2]. In its later stages, university education is related to new, further stressors, such as concern over being able to find employment after graduation.…”

Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality

“…Regression analysis shows that women have higher academic stress than men, as is illustrated in studies such as those by Karaman et al [45] and Teixeira et al [46]. Likewise, and taking into account academic stress, the most influential factor is neuroticism, as it is a trait typical of people who tend to think negatively about everything they experience [47][48][49].…”

Barriers and Role of Higher Educational Institutes in Students’ Mental Well-being: A Critical Analysis

“…In order to prevent students from suicidal tendencies, hopelessness and anxiety, various universities believes that it cannot be accomplished without organizing mental and behavioral health concerns for the students [14, 18,28]. In some of the countries, universities and colleges have adopted various measure to cope with this problem and introduced counselling services for the students, enhanced the scope of sports and co-curricular activities, adopting Art Reduction Theory (ART), time spent in the nature has also been emphasized [20,23,27]. The above graph shows the trend of year wise publication of studies related to importance of wellbeing in the higher institutions.…”

“…At the same time, mental illness represents a world's challenge at the heart of the (WHO)'s Mental Health Action Plan 2013-2020. Researchers in positive psychology have long called for a shift in focus from the sole investigation and repair of human shortcomings, deficits, and pathologies to the construction and implementation of individual strengths, resources, and ultimately positive mental health [21,23]. The author has argued that most research has equated mental health with the absence of psychopathology [24].…”

“…Awareness among individuals makes the proper and efficient utilization of every resource at the utmost level. The next aspect of modernization is linked with attitude and perceptions [23] Inclination towards social, spiritual, and moral values: A study conducted shows empirical evidence that presents spirituality as a mediator between predictor variables and the mental health of students, among others [4,14,18]. Sustainable education focuses on values and morals; thus, it leads to a positive aspect of student's mental well-being and will help make correct decisions based on wisdom.…”