Scholarlink

<p>University students frequently experience high levels of stress that can adversely affect their academic performance and mental well-being. Resilience and coping strategies play essential roles in effectively managing these stressors. This study examined the relationships between coping strategies—task-oriented, emotion-oriented, and avoidance-oriented—and resilience among 173 undergraduate students (67.6% female), aged 18–25 years (M = 21.4, SD = 1.8), at a university in southern Iran. Data were collected using the Connor–Davidson Resilience Scale and the Coping Inventory for Stressful Situations. Correlational analyses revealed low to moderate associations between coping dimensions and resilience: task-oriented coping was positively correlated with resilience, emotion-oriented coping was negatively correlated, and avoidance-oriented coping showed no significant relationship. Multiple regression analysis indicated that the set of coping strategies significantly predicted resilience (R² = 0.41, <i>p</i> &lt; 0.001). Within this model, task-oriented coping was a strong positive predictor (β = 0.53, <i>p</i> &lt; 0.001), whereas emotion-oriented coping negatively predicted resilience (β = − 0.25, <i>p</i> &lt; 0.01); avoidance-oriented coping was not significant. Dominance analysis confirmed task-oriented coping as the most influential predictor, uniquely explaining 31.6% of the total explained variance, followed by emotion-oriented coping (7.2%) and avoidance-oriented coping (1.9%). These findings underscore the importance of the coping–resilience relationship in guiding strategies to foster adaptive coping and enhance resilience among university students.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Resilience in Higher Education: The Role of Coping Strategies in Promoting Effective Adaptation Among University Students

  • 期刊论文

  • 发表日期：

    2026年4月17日

查看全文
  • Seyed Alireza Derakhshanrad,
  • Bahareh Zeynalzadeh Ghoochani

摘要

University students frequently experience high levels of stress that can adversely affect their academic performance and mental well-being. Resilience and coping strategies play essential roles in effectively managing these stressors. This study examined the relationships between coping strategies—task-oriented, emotion-oriented, and avoidance-oriented—and resilience among 173 undergraduate students (67.6% female), aged 18–25 years (M = 21.4, SD = 1.8), at a university in southern Iran. Data were collected using the Connor–Davidson Resilience Scale and the Coping Inventory for Stressful Situations. Correlational analyses revealed low to moderate associations between coping dimensions and resilience: task-oriented coping was positively correlated with resilience, emotion-oriented coping was negatively correlated, and avoidance-oriented coping showed no significant relationship. Multiple regression analysis indicated that the set of coping strategies significantly predicted resilience (R² = 0.41, p < 0.001). Within this model, task-oriented coping was a strong positive predictor (β = 0.53, p < 0.001), whereas emotion-oriented coping negatively predicted resilience (β = − 0.25, p < 0.01); avoidance-oriented coping was not significant. Dominance analysis confirmed task-oriented coping as the most influential predictor, uniquely explaining 31.6% of the total explained variance, followed by emotion-oriented coping (7.2%) and avoidance-oriented coping (1.9%). These findings underscore the importance of the coping–resilience relationship in guiding strategies to foster adaptive coping and enhance resilience among university students.