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Coping with stress and self-efficacy as predictors of academic satisfaction in a sample of university students

By
Edwin Gustavo Estrada-Araoz ,
Edwin Gustavo Estrada-Araoz

Universidad Nacional Amazónica de Madre de Dios, Escuela Profesional de Educación. Puerto Maldonado, Perú

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Guido Raúl Larico-Uchamaco ,
Guido Raúl Larico-Uchamaco

Universidad Nacional de Cañete, Escuela Profesional de Ingeniería de Sistemas. Cañete, Perú

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Nelly Olinda Roman-Paredes ,
Nelly Olinda Roman-Paredes

Universidad Nacional de Barranca, Escuela Profesional de Enfermería. Barranca, Perú

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Euclides Ticona-Chayña ,
Euclides Ticona-Chayña

Universidad Nacional Intercultural Fabiola Salazar Leguía de Bagua, Escuela Profesional de Biotecnología. Bagua, Perú

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Abstract

Introduction: Academic satisfaction is a fundamental component that influences students' educational experience and directly impacts their academic performance and overall well-being.
Objective: To determine whether coping with stress and self-efficacy predict the academic satisfaction of university students.
Methods: A quantitative, non-experimental, predictive, and cross-sectional study was conducted. The sample consisted of 301 students who were administered the Academic Stress Coping Scale, the General Self-Efficacy Scale, and the Academic Satisfaction Scale, all instruments with adequate psychometric properties.
Results: Preliminarily, it was found that academic satisfaction correlated significantly and directly with coping with stress (r= 0.449; p<0.05) and self-efficacy (r= 0.521; p<0.05). Likewise, coping with stress was found to correlate significantly and directly with self-efficacy (r= 0.438; p<0.05). Regression analysis demonstrated a suitable fit for the model (F= 53.128; p<0.05), where coping with stress (β= 0.302; p<0.05) and self-efficacy (β= 0.491; p<0.05) explained 27.3% of the total variance of the academic satisfaction variable.
Conclusions: Coping with stress and self-efficacy predict the academic satisfaction of university students. Therefore, the implementation of specific strategies is recommended, thus fostering a more conducive academic environment for student well-being and academic success.

How to Cite

1.
Estrada-Araoz EG, Larico-Uchamaco GR, Roman-Paredes NO, Ticona-Chayña E. Coping with stress and self-efficacy as predictors of academic satisfaction in a sample of university students. Salud, Ciencia y Tecnología [Internet]. 2024 Apr. 24 [cited 2024 May 28];4:840. Available from: https://revista.saludcyt.ar/ojs/index.php/sct/article/view/840

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

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