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

Estrada-Araoz E.G.; Larico-Uchamaco G.R.; Roman-Paredes N.O.; Ticona-Chayña E. · Salud, Ciencia y Tecnologia (2024) · DOI: 10.56294/saludcyt2024840

Resumen

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.

Instituciones: Universidad Nacional Amazónica de Madre de Dios; Universidad Nacional de Cañete; Universidad Nacional de Barranca; Universidad Nacional Intercultural Fabiola Salazar Leguía de Bagua