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

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

doi:10.1007/978-3-031-38277-2_49

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

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

^*Autor correspondente para este trabalho

Resultado de pesquisa › revisão de pares

1 Citação (Scopus)

Resumo

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.

Idioma original	English
Título da publicação do anfitrião	Occupational and environmental safety and health V
Subtítulo da publicação do anfitrião	studies in systems, decision and control
Editores	Pedro 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
Editora	Springer
Páginas	601-613
Número de páginas	13
Volume	492
ISBN (eletrónico)	9783031382772
ISBN (impresso)	9783031382765
DOIs	https://doi.org/10.1007/978-3-031-38277-2_49
Estado da publicação	Publicado - 2024

Série de publicação

Nome	Studies in Systems, Decision and Control
Volume	492
ISSN (impresso)	2198-4182
ISSN (eletrónico)	2198-4190

Acesso ao documento

10.1007/978-3-031-38277-2_49

Outros arquivos e links

Link to publication in Scopus

CEDH: Research Centre for Human Development
Dias, P. (Professor Auxiliar), Matos, R. (Professor Associado), Carvalho, M. C. (Professor Auxiliar), Peixtoto, C. E. (Investigador), Pires, C. V. (Investigador), Carneiro, A. (Professor Auxiliar Convidado), Ribeiro, L. M. (Professor Auxiliar), Barbosa, M. (Professor Auxiliar), Martins, F. (Professor Auxiliar Convidado), Moreno, A. (Investigador), Costa, M. (Investigador), Andrade, A. (Professor Auxiliar), Fonseca, A. M. (Professor Associado), Silva, A. (Investigador), Gaspar, A. (Professor Auxiliar Convidado), Machado, B. C. (Professor Auxiliar), Morais, C. (Professor Auxiliar Convidado), Ribeiro, C. (Professor Auxiliar), Ribeiro, C. (Professor Auxiliar), Palmeirão, C. (Professor Auxiliar), Mesquita, D. (Professor Auxiliar Convidado), Soares, D. (Professor Auxiliar Convidado), Veiga, E. (Professor Auxiliar), Palha, F. (Professor Auxiliar), Sobral, F. (Professor Auxiliar), Cabral, I. (Professor Auxiliar), Baptista, I. (Professor Associado), Pinto, J. C. (Professor Auxiliar), Azevedo, J. (Professor Catedrático), Machado, J. (Investigador), Lagarto, J. R. (Investigador), Alves, J. M. (Professor Associado Convidado), Ribeiro, L. (Professor Auxiliar Convidado), Campos, L. (Professor Auxiliar), Orvalho, L. (Investigador), Veríssimo, L. (Professor Auxiliar), Roldão, M. D. C. (Investigador), Xavier, M. R. (Professor Auxiliar), Negrão, M. (Professor Auxiliar), Carvalho, M. (Professor Auxiliar Convidado), Oliveira, M. (Professor Adjunto), Batista, P. (Doutorado Contratado), Oliveira-Silva, P. (Professor Auxiliar), Pereira, P. (Professor Auxiliar), Serrão, R. (Investigador), Lima, V. S. (Professor Auxiliar), Ribeiro, P. (PI) & Rocha, M. M. M. (PI)
1/01/20 → 31/12/25
Projeto

Citação

Ribeiro, A., Gomes, A. R., Morais, C., Fontes, L., & Simães, C. (2024). Stress adaptation profiles in higher education students: relationship with coping and burnout. Em P. M. Arezes, R. B. Melo, P. Carneiro, J. Castelo Branco, A. Colim, N. Costa, S. Costa, J. Duarte, J. C. Guedes, G. Perestrelo, & J. S. Baptista (Eds.), Occupational and environmental safety and health V: studies in systems, decision and control (Vol. 492, pp. 601-613). (Studies in Systems, Decision and Control; Vol. 492). Springer. https://doi.org/10.1007/978-3-031-38277-2_49

Ribeiro, Ana ; Gomes, A. Rui ; Morais, Catarina et al. / Stress adaptation profiles in higher education students : relationship with coping and burnout. Occupational and environmental safety and health V: studies in systems, decision and control. editor / Pedro 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. Vol. 492 Springer, 2024. pp. 601-613 (Studies in Systems, Decision and Control).

@inbook{0ce0deba46844bb5a3dd8711fed45246,

title = "Stress adaptation profiles in higher education students: relationship with coping and burnout",

abstract = "This study sought to understand whether different stress and cognitive appraisal profiles corresponded to differences in students{\textquoteright} 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{\textquoteright} ability to manage stress and how they appraise their academic activity.",

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author = "Ana Ribeiro and Gomes, {A. Rui} and Catarina Morais and Liliana Fontes and Clara Sim{\~a}es",

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doi = "10.1007/978-3-031-38277-2_49",

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Ribeiro, A, Gomes, AR, Morais, C, Fontes, L & Simães, C 2024, Stress adaptation profiles in higher education students: relationship with coping and burnout. em PM Arezes, RB Melo, P Carneiro, J Castelo Branco, A Colim, N Costa, S Costa, J Duarte, JC Guedes, G Perestrelo & JS Baptista (eds), Occupational and environmental safety and health V: studies in systems, decision and control. vol. 492, Studies in Systems, Decision and Control, vol. 492, Springer, pp. 601-613. https://doi.org/10.1007/978-3-031-38277-2_49

Stress adaptation profiles in higher education students: relationship with coping and burnout. / Ribeiro, Ana; Gomes, A. Rui; Morais, Catarina et al.
Occupational and environmental safety and health V: studies in systems, decision and control. ed. / Pedro 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. Vol. 492 Springer, 2024. p. 601-613 (Studies in Systems, Decision and Control; Vol. 492).

Resultado de pesquisa › revisão de pares

TY - CHAP

T1 - Stress adaptation profiles in higher education students

T2 - relationship with coping and burnout

AU - Ribeiro, Ana

AU - Gomes, A. Rui

AU - Morais, Catarina

AU - Fontes, Liliana

AU - Simães, Clara

N1 - Publisher Copyright: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

PY - 2024

Y1 - 2024

N2 - 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.

AB - 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.

KW - Cognitive appraisal

KW - Burnout

KW - Coping

KW - University students

KW - Stress

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SN - 9783031382765

VL - 492

T3 - Studies in Systems, Decision and Control

SP - 601

EP - 613

BT - Occupational and environmental safety and health V

A2 - Arezes, Pedro M.

A2 - Melo, Rui B.

A2 - Carneiro, Paula

A2 - Castelo Branco, Jacqueline

A2 - Colim, Ana

A2 - Costa, Nélson

A2 - Costa, Susana

A2 - Duarte, Joana

A2 - Guedes, Joana C.

A2 - Perestrelo, Gonçalo

A2 - Baptista, J. Santos

PB - Springer

ER -

Ribeiro A, Gomes AR, Morais C, Fontes L, Simães C. Stress adaptation profiles in higher education students: relationship with coping and burnout. Em Arezes PM, Melo RB, Carneiro P, Castelo Branco J, Colim A, Costa N, Costa S, Duarte J, Guedes JC, Perestrelo G, Baptista JS, editores, Occupational and environmental safety and health V: studies in systems, decision and control. Vol. 492. Springer. 2024. p. 601-613. (Studies in Systems, Decision and Control). doi: 10.1007/978-3-031-38277-2_49

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

Resumo

Série de publicação

Acesso ao documento

Outros arquivos e links

Impressão digital

Projetos

CEDH: Research Centre for Human Development

Citação