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 pesquisarevisão de pares

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 originalEnglish
Título da publicação do anfitriãoOccupational and environmental safety and health V
Subtítulo da publicação do anfitriãostudies in systems, decision and control
EditoresPedro 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
EditoraSpringer
Páginas601-613
Número de páginas13
Volume492
ISBN (eletrónico)9783031382772
ISBN (impresso)9783031382765
DOIs
Estado da publicaçãoPublicado - 2024

Série de publicação

NomeStudies in Systems, Decision and Control
Volume492
ISSN (impresso)2198-4182
ISSN (eletrónico)2198-4190

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