Influence of stress coping strategies on the academic performance of aspiring teachers
Keywords:
academic stress; coping strategies; academic performance; aspiring teachers; stress management.Abstract
This study analyzes the influence of stress coping strategies on the academic performance of aspiring teachers during their preparation for competitive examinations. Ninety students from a teacher training academy in Spain participated, aged between 22 and 35 years (mean = 28 years). The Perceived Stress Scale (PSS-14) and the Coping Strategies Inventory (COPE) were used to assess perceived stress and the coping strategies employed. The results revealed that adaptive strategies, such as planning and seeking instrumental social support, are positively correlated with academic performance, while maladaptive strategies, such as denial and behavioral disengagement, show a negative correlation. Additionally, perceived stress is negatively related to academic performance. These findings highlight the importance of promoting adaptive coping strategies and integrating stress management techniques in the training programs of aspiring teachers to improve their academic performance and emotional well-being.
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