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The Moderating Effect of Coping Strategies on the Relationship Between Academic Stress and Burnout Symptoms

Özkan, E. S. (2023) The Moderating Effect of Coping Strategies on the Relationship Between Academic Stress and Burnout Symptoms.

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Abstract:University students are dealing with a variety of challenges, triggering academic stress and promoting the risk of suffering from burnout symptoms. The present study aimed to examine the moderating effect of coping strategies on the relationship between academic stress and burnout symptoms. 130 university students participated in this online survey study. The Student Life Challenges Scale (SLCS) was used to get an overall score of academic stress, while the Maslach Burnout Inventory-Student Survey (MBI-SS) investigated burnout symptoms in three dimensions, including exhaustion, cynicism, and personal inefficacy. The Brief-COPE assessed different coping strategies categorised into the three broader coping styles problem-focused, emotion-focused, and avoidance coping. While problem-focused coping is seen as adaptive and avoidance coping as maladaptive, such classification is not clearly made for emotion-focused coping. The results suggested a lower moderate level of academic stress and a high burnout level only for exhaustion. While academic stress and exhaustion revealed a strong positive relationship, avoidance coping was found to act as a moderator between academic stress and cynicism. Generally, academic stress and avoidance coping were related to higher levels in all burnout dimensions. Reducing students’ engagement in avoidant coping can prevent academic stress and symptoms of burnout symptoms. In line with the relevant role of maladaptive coping in relation to academic stress and burnout symptoms, it is recommended to promote less use of these coping strategies and thus, increase well-being and academic success among students.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
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