Detalle Publicación

The relationship between coping strategies, test anxiety, and burnout-engagement behavior in university undergraduates
Libro: Coping Strategies and Health
Autores: de la Fuente Arias, Jesús; Garcia Torrecillas, Jose Manuel; Rodriguez Vargas, Sandra
Fecha de publicación: 2015
Página Inicial - Final: 27-41
ISBN: 978-1-63484-043-9
Resumen: The university academic context can be a variable that induces stress and mental health problems. Several motivational-affective variables, ¿ Corresponding author: Jesús de la Fuente, Ph D., Department of Psychology, Developmental and Educational Psychology Area, Faculty of Psychology, University of Almería, Carretera de Sacramento s/n, 04120 La Cañada de San Urbano, Almería, Spain. E-mail: jfuente@ual. es, tel: +34 950015354. Complimentary Contributor Copy 28 J. de la Fuente, J. Manuel García Torrecillas and S. Rodríguez Vargas such as coping strategies, can help buffer this problem. The present research objective was to establish the relationship between coping strategies, test anxiety, and academic burnout-engagement. A total of 200 university students participated (148 women and 52 men), from the second and fourth years of a Psychology degree program. The mean age of participants was 21.06 years (SD = 3.10). An ex post-facto correlational and inferential design was used, with several Pearson bivariate correlations and MANOVAs carried out among the different variables. Coping strategies, focused on emotions vs. on the problem, showed consistent associations (positive and negative, respectively) with test anxiety, burnout and engagement. Levels (high, medium, low) of use of emotion- vs. problem-focused coping strategies were interdependent with levels of test anxiety and burnout, but not with engagement. This information can help in the development of future interventions to improve coping strategies in our students, within the university setting