Psychological Stress Coping Strategies as Predictors of Academic Passion among University Students

Abstract

The present study aimed to examine the relationship between psychological stress coping strategies and academic passion, as well as to determine the extent to which these strategies contribute to predicting academic passion among university students. The sample consisted of 422 final-year students enrolled in the Faculties of Pharmacy, Science, and Education at Kafrelsheikh University. A descriptive research design was employed, and the study utilized two instruments: the Psychological Stress Coping Strategies Scale and the Academic Passion Scale.

The findings revealed statistically significant positive correlations at the 0.01 level between academic passion and several coping strategies, including problem-solving, emotional expression, wishful thinking, social support, cognitive restructuring, problem avoidance, and social withdrawal. In contrast, no statistically significant correlation was observed at the 0.01 level between academic passion and the strategy of self-criticism. Furthermore, the results indicated that students’ scores on the Psychological Stress Coping Strategies Scale significantly predicted their levels of academic passion. Based on the findings of the present study, a set of recommendations was proposed, and avenues for future research were identified.