Differences of stress and coping according to gender and how it affects the academic performance of university students
DOI:
https://doi.org/10.18172/con.3369Keywords:
Undergraduate students, stress variables, gender differences, academic performanceAbstract
Current scientific evidence shows different stances on the determination of the gender differences in academic stress and performanceamong university students. The aims of this study are: a) explore gender differences in academic stress, academic stressors and coping strategies among university students; b) assess the relationship between academic stress and academic performance. The participants were 162 university students of the Degree in Primary Education, mean age 23.7 (DE=5.68). The outcomes were assessed using SISCO inventory for academic stress. The academic achievement was determined by the student’s grade. The main findings were: 1) 96.1% and 88.2% of the female and male students respectively had academic stress; 2) “Teachers evaluation” and “the kind of the academic task” were the marked stressors significantly higher in females, (p=0.008, p=0.005; respectively); 3) Stress coping strategies compared between male and female revealed significant differences in particular the “ventilation and confidences” (p=0.001); 4) There was no correlation between stress level and academic performance.
Downloads
References
Backović, D. V., Živojinović, J. I., Maksimović, J. y Maksimović, M. (2012). Gender differences in academic stress and burnout among medical students in final years of education. Psychiatria Danubina, 24(2), 175-181.
Baqutayan, S. (2011). Stress and social support. Indian Journal of Psychological Medicine, 33(1), 29-34. http://doi.org/10.4103/0253-7176.85392. DOI: https://doi.org/10.4103/0253-7176.85392
Barra-Almagia, E. (2009). Influencia del estrés y el ánimo depresivo sobre la salud adolescente: analisis concurrente y prospectivo. Universitas Psychologica, 8(1), 175-182.
Barraza, A. (2007). Propiedades psicométricas del Inventario SISCO del estrés académico. Revista Psicologia Científica, 9(10). Recuperado de http://www.psicologiacientifica.com/sisco-propiedades-psicometricas.
Barraza, A. (2008). El estrés académico en alumnos de maestría y sus variables moduladoras: Un diseño de diferencia de grupos. Avances en Psicologia Latinoamericana, 26(2), 270-289.
Bayram, N. y Bilgel, N. (2008). The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students. Social Psychiatry and Psychiatric Epidemiology, 43(8), 667-672. http://doi.org/10.1007/s00127-008-0345-x. DOI: https://doi.org/10.1007/s00127-008-0345-x
Brougham, R. R., Zail, C. M., Mendoza, C. M. y Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28(2), 85-97. http://doi.org/10.1007/s12144-009-9047-0. DOI: https://doi.org/10.1007/s12144-009-9047-0
Cabanach, R., Fariña, F., Freire, C., González, P. y Ferradás, M. M. (2013). Diferencias en el afrontamiento del estrés en estudiantes universitarios hombres y mujeres. European Journal of Education and Psychology, 6(1), 19-32. DOI: https://doi.org/10.30552/ejep.v6i1.89
Cabanach, R., Fernández-Cervantes, R., González, L. y Freire, C. (2010). Estresores académicos percibidos por estudiantes universitarios de ciencias de la salud. Fisioterapia, 32(4), 151-158. http://doi.org/10.1016/j.ft.2010.01.005. DOI: https://doi.org/10.1016/j.ft.2010.01.005
Chambel, M. J. y Curral, L. (2005). Stress in academic life: Work characteristics as predictors of student well-being and performance. Applied Psychology: An International Review, 54(1), 135-147. DOI: https://doi.org/10.1111/j.1464-0597.2005.00200.x
Chao, R. C.-L. (2011). Managing Stress and Maintaining Well-Being: Social Support, Problem-Focused Coping, and Avoidant Coping. Journal of Counseling & Development, 89(3), 338-348. http://doi.org/10.1002/j.1556-6678.2011.tb00098.x. DOI: https://doi.org/10.1002/j.1556-6678.2011.tb00098.x
Ciarrochi, J., Deane, F. P. y Anderson, S. (2002). Emotional intelligence moderates the relationship between stress and mental health. Personality and Individual Differences, 32(2), 197-209. http://doi.org/10.1016/S0191-8869(01)00012-5. DOI: https://doi.org/10.1016/S0191-8869(01)00012-5
Davies, J., McCrae, B. P., Frank, J., Dochnahl, A., Pickering, T., Harrison, B., … Wilson, K. (2000). Identifying male college students’ perceived health needs, barriers to seeking help, and recommendations to help men adopt healthier lifestyles. Journal of American College Health, 48(6), 259-67. http://doi.org/10.1080/07448480009596267. DOI: https://doi.org/10.1080/07448480009596267
de La Rosa-Rojas, G., Chang-Grozo, S., Delgado-Flores, L., Oliveros-Lijap, L., Murillo-Pérez, D., Ortiz-Lozada, R. y Yhuri Carreazo, N. (2015). Level of stress and coping strategy in medical students compared with students of other careers. Gaceta Médica de México, 151(4), 443-449.
Dyson, R. y Renk, K. (2006). Freshmen adaptation to university life: depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231-44. http://doi.org/10.1002/jclp.20295. DOI: https://doi.org/10.1002/jclp.20295
Eaton, R. J. y Bradley, G. (2008). The role of gender and negative affectivity in stressor appraisal and coping selection. International Journal of Stress Management, 15(1), 94-115. http://doi.org/10.1037/1072-5245.15.1.94. DOI: https://doi.org/10.1037/1072-5245.15.1.94
Echavarri, M., Godoy, J. C. y Olaz, F. (2007). Diferencias de género en habilidades cognitivas y rendimiento académico en estudiantes universitarios. Universitas Psychologica, 6(2), 319-329.
Ekpenyong, C. E., Daniel, N. E. y Aribo, E. O. (2013). Associations between academic stressors, reaction to stress, coping strategies and musculoskeletal disorders among college students. Ethiopian Journal of Health Sciences, 23(2), 98-112.
Extremera Pacheco, N. y Durán Durán, A. (2007). Inteligencia emocional y su relación con los niveles de burnout, engagement y estrés en estudiantes universitarios. Revista de Educación, 342, 239-256. http://doi.org/10.4321/S1132-12962006000200006. DOI: https://doi.org/10.4321/S1132-12962006000200006
Feldman, L., Goncalves, L., Chacón-Puignau, G., Zaragoza, N. y Pablo, J. De. (2008). Relaciones entre estrés académico, apoyo social, salud mental y rendimiento académico en estudiantes universitarios venezolanos. Universitas Psychologica, 7(3), 739-752.
García-Ros, R., Pérez-González, F., Pérez-Blasco, J. y Natividad, L. A. (2012). Evaluación del estrés académico en estudiantes de nueva incorporación a la universidad. Revista Latinoamericana de Psicología, 44, 143-154.
Hamaideh, S. H. (2012). Gender differences in stressors and reactions to stressors among Jordanian university students. The International Journal of Social Psychiatry, 58(1), 26-33. http://doi.org/10.1177/0020764010382692. DOI: https://doi.org/10.1177/0020764010382692
Hystad, S. W., Eid, J., Laberg, J. C., Johnsen, B. H. y Bartone, P. T. (2009). Academic Stress and Health: Exploring the Moderating Role of Personality Hardiness. Scandinavian Journal of Educational Research, 53(5), 421-429. http://doi.org/10.1080/00313830903180349. DOI: https://doi.org/10.1080/00313830903180349
Kember, D. (2004). Interpreting student workload and the factors which shape students’ perceptions of their workload. Studies in Higher Education, 29(2), 165-184. http://doi.org/10.1080/0307507042000190778. DOI: https://doi.org/10.1080/0307507042000190778
Keogh, E., Bond, F. W. y Flaxman, P. E. (2006). Improving academic performance and mental health through a stress management intervention: Outcomes and mediators of change. Behaviour Research and Therapy, 44(3), 339-357. http://doi.org/10.1016/j.brat.2005.03.002. DOI: https://doi.org/10.1016/j.brat.2005.03.002
Lue, B.-H., Chen, H.-J., Wang, C.-W., Cheng, Y. y Chen, M.-C. (2010). Stress, personal characteristics and burnout among first postgraduate year residents: a nationwide study in Taiwan. Medical Teacher, 32(5), 400-407. http://doi.org/10.3109/01421590903437188. DOI: https://doi.org/10.3109/01421590903437188
Lumley, M. A. y Provenzano, K. M. (2003). Stress management through written emotional disclosure improves academic performance among college students with physical symptoms. Journal of Educational Psychology, 95(3), 641-649. http://doi.org/10.1037/0022-0663.95.3.641. DOI: https://doi.org/10.1037/0022-0663.95.3.641
Mejía-Rubalcava, C., Alanís-Tavira, J., Argueta-Figueroa, L. y Legorreta-Reyna, A. (2012). Academic stress as a risk factor for dental caries. International Dental Journal, 62(3), 127-31. http://doi.org/10.1111/j.1875-595X.2011.00103.x. DOI: https://doi.org/10.1111/j.1875-595X.2011.00103.x
Misra, R., Crist, M. y Burant, C. J. (2003). Relationships Among Life Stress, Social Support, Academic Stressors, and Reactions to Stressors of International Students in the United States. International Journal of Stress Management, 10(2), 137-157. http://doi.org/10.1037/1072-5245.10.2.137. DOI: https://doi.org/10.1037/1072-5245.10.2.137
Ojeda Pérez, B., Ramal López, J., Calvo Francés, F. y Vallespín Montero, R. (2001). Estrategias de afrontamiento al estrés y apoyo social. Psiquis, 22(3), 155-168.
Oliván Blázquez, B., Boira Sarto, S. y López del Hoyo, Y. (2011). Estrés y otros factores psicológicos asociados en estudiantes de fisioterapia. Fisioterapia, 33(1), 19-24. http://doi.org/10.1016/j.ft.2010.12.002. DOI: https://doi.org/10.1016/j.ft.2010.12.002
Orlandini, A. (1999). El estrés, que es y como evitarlo. España: Fondo de Cultura Económica.
Park, J., Chung, S., An, H., Park, S., Lee, C., Kim, S. Y. y Kim, K.-S. (2012). A structural model of stress, motivation, and academic performance in medical students. Psychiatry Investigation, 9(2), 143-9. http://doi.org/10.4306/pi.2012.9.2.143. DOI: https://doi.org/10.4306/pi.2012.9.2.143
Pérez, M., Martín, A., Rodríguez, F., Borda, M. y Del Río, C. (2003). Estrés y Rendimiento Académico en Estudiantes Universitarios. Cuadernos de Medicina Psicosomática Y Psiquiatría de Enlace, 67/68.
Pomerantz, E. M., Altermatt, E. R. y Saxon, J. L. (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94(2), 396-404. http://doi.org/10.1037/0022-0663.94.2.396. DOI: https://doi.org/10.1037//0022-0663.94.2.396
Regehr, C., Glancy, D. y Pitts, A. (2013). Interventions to reduce stress in university students: a review and meta-analysis. Journal of Affective Disorders, 148(1), 1-11. http://doi.org/10.1016/j.jad.2012.11.026. DOI: https://doi.org/10.1016/j.jad.2012.11.026
Salanova-Soria, M., Martínez-Martínez, I., Bresó-Esteve, E., Llorens-Gumbau, S. y Grau-Gumbau, R. (2005). Bienestar psicológico en estudiantes universitarios: facilitadores y obstaculizadores del desempeño académico. Anales de Psicología, 21(1), 170-180.
Selye, H. (1946). The general adaptation syndrome and the diseases of adaptation. The Journal of Clinical Endocrinology and Metabolism, 6, 117-230. http://doi.org/10.1210/jcem-6-2-117. DOI: https://doi.org/10.1210/jcem-6-2-117
Sohail, N. (2013). Stress and academic performance among medical students. Journal of the College of Physicians and Surgeons-Pakistan : JCPSP, 23(1), 67-71. http://doi.org/01.2013/JCPSP.6771.
Spangler, G., Pekrun, R., Kramer, K. y Hofmann, H. (2002). Students’ Emotions, Physiological Reactions, and Coping in Academic Exams. Anxiety, Stress & Coping, 15(4), 413-432. http://doi.org/10.1080/1061580021000056555. DOI: https://doi.org/10.1080/1061580021000056555
Stanton, A L., Kirk, S. B., Cameron, C. L. y Danoff-Burg, S. (2000). Coping through emotional approach: scale construction and validation. Journal of Personality and Social Psychology, 78(6), 1150-1169. http://doi.org/10.1037/0022-3514.78.6.1150. DOI: https://doi.org/10.1037//0022-3514.78.6.1150
Struthers, C., Perry, R. y Menec, V. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in Higher Education, 41(5), 581-592. http://doi.org/10.1023/A:1007094931292.
Struthers, C. W., Perry, R. P. y Menec, V. H. (2000). An Examination of the Relationship Among Academic Stress , Coping , Motivation , and Performance in College. Research in Higher Education, 41(5), 581-592. http://doi.org/10.2307/40196403. DOI: https://doi.org/10.1023/A:1007094931292
Zajacova, A., Lynch, S. M. y Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677-706. http://doi.org/10.1007/s11162-004-4139-z. DOI: https://doi.org/10.1007/s11162-004-4139-z
Downloads
Published
How to Cite
Issue
Section
License
The authors retain copyright of articles and authorize Contextos Educativos. Revista de Educación the first publication. They are free to share and redistribute the article without obtaining permission from the publisher as long as they give appropriate credit to the editor and the journal.
Self-archiving is allowed too. In fact, it is recommendable to deposit a PDF version of the paper in academic and/or institutional repositories.
