Stress adaptation profiles in higher education students: relationship with coping and burnout

Ana Ribeiro*, A. Rui Gomes, Catarina Morais, Liliana Fontes, Clara Simães

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This study sought to understand whether different stress and cognitive appraisal profiles corresponded to differences in students’ coping and burnout. The sample included 547 students from four university courses aged 17–52 years (M = 20.6; SD = 4.4). The assessment protocol included: the Stress Questionnaire for Students, the Primary and Secondary Cognitive Appraisal Scale, the Reduced Coping Inventory, and the Shirom-Melamed Burnout Measure. The results showed that work overload and academic evaluation were the main sources of stress, and there was a higher use of adaptive coping strategies to cope with stress. Students with a higher stress profile and moderately positive cognitive appraisal profile used less adaptive coping strategies and showed higher levels of burnout. In summary, these findings may be used to develop intervention strategies focusing on students’ ability to manage stress and how they appraise their academic activity.
Original languageEnglish
Title of host publicationOccupational and environmental safety and health V
Subtitle of host publicationstudies in systems, decision and control
EditorsPedro M. Arezes, Rui B. Melo, Paula Carneiro, Jacqueline Castelo Branco, Ana Colim, Nélson Costa, Susana Costa, Joana Duarte, Joana C. Guedes, Gonçalo Perestrelo, J. Santos Baptista
PublisherSpringer
Pages601-613
Number of pages13
Volume492
ISBN (Electronic)9783031382772
ISBN (Print)9783031382765
DOIs
Publication statusPublished - 2024

Publication series

NameStudies in Systems, Decision and Control
Volume492
ISSN (Print)2198-4182
ISSN (Electronic)2198-4190

Keywords

  • Cognitive appraisal
  • Burnout
  • Coping
  • University students
  • Stress

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