The Effect of Gender on Stress Coping Strategies in University Students

The Effect of Gender on Stress Coping Strategies in University Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Effect of Gender on Stress Coping Strategies in University Students Sherifdeen Adams This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5349042/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Introduction: Over the past years, stress among university students has always remained a subject of attention for academics since it affects not only their academic performance but also their physical and psychological fitness. Male and female students observe and respond to stressors inversely as a result of their dissimilarities in assessing stressful circumstances. Aims: The study sought to examine the effect of gender on stress-coping strategies in university students. Methods: The study adopted a cross-sectional design. The Stress Coping Inventory Style (SCSI) was used to ascertain the type of coping strategies used by students when confronted with academic stress. A total of twenty-eight (28) questions were administered to ninety (90) students at the University of South Wales. Data were analyzed using SPSS, with results presented using the Multivariate Analysis of Variance (MANOVA) to determine the statistical significance difference between variables and the level of analysis in this study was the individual given that groups were being compared based on gender. Statistical significance was set at 0.05, with 95% confidence intervals assessed. Results: The study found that there was a statistical difference between females and males on stress coping strategies. “F(4,85) = 2.63, p=0.04; Wilks’ λ = 0.890”. Conclusion: Gender has a significant effect on stress-coping strategies in university students. Gender Stress Coping Strategies University Students Contributions to the Literature Several studies have examined the effect of gender on stress-coping strategies in university students, including some conducted in the United Kingdom. However, no research works have examined the effect of gender on stress-coping strategies in university students in South Wales adopting the Stress-Coping Inventory Style (SCSI). The study’s results can establish an important foundation for a subsequent intervention study which could focus on helping students to cope better with stress. The findings will inform policy decisions and enhance stress-training courses for male and female students which will aid in decreasing stress levels in the future. INTRODUCTION University students are constantly prone to stress and they have to deal with it day-by-day [ 1 , 2 ]. Chronic or unresolved stress can lead to various psychological and physical issues in different ways [ 3 , 4 ]. University students are a group particularly prone to stress due to the transition and adjustments that come with university life [ 5 ]. Stress among university students has impacted their physical and mental health, as well as academic performance, sparking researchers' interest in the subject for many years [ 3 , 4 , 6 ]. As a result, university students face various stressors from different aspects of their academic life, and due to differences in personality traits, they often respond to these stressors in distinct ways [ 7 ]. Georgia et al., [ 3 ] have revealed that academic stressors are the core source of stress in university students, with 77.6% and 10.4% of students dwindling into the modest and severe stress types. According to WHO [ 8 ] Stress is a state of mental tension or worry caused by challenging situations. Stress is a normal human response that motivates us to face difficulties and threats in life. While everyone experiences stress to some extent, how we respond to it significantly impacts our overall well-being. Also, Segal et al. [ 9 ] defined stress as the body's reaction to any kind of demand or threat. Whenever a person perceives danger, whether real or imagined, the body automatically and quickly prepares to defend itself through an involuntary process called the "fight-or-flight" response, also known as the "stress response." Mahaboob [ 4 ] classified stress into two different perspectives, aside from determining whether it is "good" or "bad." From a physicist's viewpoint, stress refers to a force exerted on an object that can lead to deformation or strain. In contrast, from a psychological standpoint, stress can be categorized as either "good" stress or "bad" stress. "Good" stress, also called eustress, can be enjoyable, exciting, and energizing, especially in the short term. For example, when we face sudden danger and overcome it, we may feel exhilarated. Likewise, experiences like racing to meet an exciting deadline, preparing for a wedding, or skiing down a slope can create stress. This type of stress boosts our energy levels, enhances our performance, and makes us more effective in completing tasks [ 4 ]. Stressful events typically occur when a person perceives a situation as threatening or challenging and lacks the necessary coping skills to manage it [ 10 ]. In such situations, the individual feels that a response is important but is unable to immediately find an appropriate way to react [ 10 ]. Lazarus and Folkman [ 11 ] suggested two primary types of coping strategies used to manage stressful situations: "problem-focused coping" and "emotion-focused coping." The more effective of the two is problem-focused coping, which involves making deliberate efforts to resolve or adapt to external stressors. In contrast, emotion-focused coping, generally less effective, involves altering one's perception of the stressful situation to eliminate the need for action. When confronted with stress, individuals tend to use either problem-focused or emotion-focused coping strategies to manage the situation [ 11 ]. Gender differences have been found to influence the choice of coping strategies, with males generally favoring problem-focused approaches, while females are more likely to use emotion-focused methods. An individual's assessment of potentially stressful events can shape their perception of stress, leading to personal and group variations in how stressors are perceived and responded to [ 11 ]. Insight and responses to stressors might vary rendering to some individual features such as gender [ 12 , 13 ]. Gender significantly influences each aspect of the stress process, both in terms of input, by determining whether a situation is perceived as stressful, and in terms of output, by shaping coping strategies, responses to stressors, and the overall impact on well-being [ 14 ]. Literature examining the association between gender and stressors showed contradictory results, many researchers have shown significant differences between males and females concerning stress-coping strategies [ 15 , 16 , 17 , 18 , 19 ]. However, other studies have shown that gender has no difference in stress-coping strategies [ 20 , 21 ]. As far as this current study is concerned, no research works have examined the effect of gender on stress-coping strategies in university students in South Wales adopting the Stress-Coping Inventory Style (SCSI). Hence, the study aimed to examine the effect of gender on stress-coping strategies in university students. The hypothesis is that there will be significant gender differences in stress-coping strategies in students. The main research question was to find out what effect gender has on stress-coping strategies in university students. METHOD Study Design The study adopted a quantitative cross-sectional survey using a structured questionnaire. Using a cross-sectional design was appropriate, as it allowed for the measurement of a one-time assessment of stress-coping strategies among university students. Study Variables For this study, the dependent variables were active emotional coping, passive emotional coping, active problem coping, and passive problem coping, while the independent variable was gender. Study Population The study population was university students who were both residents and non-residents at the University of South Wales. For inclusion, one had to be a student at the University of South Wales who at the time of data collection was available and consented to the study. Students at the University of South Wales who at the time of data collection were ill and did not consent to the study were excluded. Sampling and Sample Size A convenience sampling method was adopted in selecting study participants on campus who were available and willing to take part. A total of 90 students were selected, which included both undergrad and master's students. 46 female and 44 male students were selected with the ratio of males to females being 2:1. Data Collection A quantitative data collection technique was employed involving a structured questionnaire. All interviews were administered face-to-face in English. At the end of each survey day, all data were entered from the paper questionnaire onto a server. Daily field reports on the number and types of interviews conducted were checked against what has been entered on the database and observed discrepancies were investigated and addressed. Measurements/ Tools Participants were presented with the Stress Coping Inventory Style (SCSI). It consisted of statements to which respondents were required to respond as to each statement by ticking from 1 (completely disagree) to 5 (completely agree) to students coping with stress. The scale has 28 28-item questionnaire and a five-point Likert scale response which measures the type of coping strategies used by students when facing academic stress. Data Management and Analysis The data were coded and summarized using Excel Spreadsheet and exported into Statistical Package for Social Science (SPSS) computer software for analysis. Inferential statistics, involving Multivariate Analysis of Variance (MANOVA) was used to examine the statistical significance difference between variables and the level of analysis in this study was the individual given that groups were being compared based on gender. Statistical significance was set at 0.05 and confidence intervals of 95% were assessed. Ethical Consideration Permission to conduct this study was obtained from the School of Psychology and Therapeutic Studies Ethics Approval Panel at the University of South Wales. The study was performed by the Helsinki Declaration guidelines (The Helsinki Declaration guidelines are the World Medical Association (WMA) Declaration of Helsinki – Ethical Principles for Medical Research Involving Human Subjects). Information was also provided to study participants about their rights and responsibilities including rights to confidentiality, voluntary participation, and the right to withdraw at any time if they so wished. Written informed consent was obtained from consenting participants. Interviews were conducted in private places at the University and all data were anonymous to ensure confidentiality. RESULTS A total sample of 90 students was used in all analyses. The table below summarizes the MANOVA test results. This shows a significant effect of gender on stress coping strategies. “F(4,85) = 2.63, p = 0.04; Wilks’ λ = 0.890”. Therefore, there’s a statistical difference between females and males in stress coping strategies. This is shown in the table below. Table 1 Summary table showing gender differences in stress coping strategies Variables (Gender) N F df error df λ p -value Female 46 2.63 4 85 0.890 0.04 Male 44 DISCUSSION The study investigated the effect of gender on stress-coping strategies in university students. A total of 90 students were given a written questionnaire to complete. It was predicted that gender will have a significant difference in stress-coping strategies in students. The findings from the study showed a statistical difference between females and males in stress-coping strategies. Hence there’s a significant effect of gender on stress coping strategies. The study findings are not different from the [ 16 ] study, which showed statistical differences among male and female students concerning their views and responses to stressors. In Hamaideh's [ 16 ] work, female students recorded a greater view of stressors in obstructions, negative encounters, burdens and modifications, in addition to emotional responses to stressors. While male students recorded greater behavioural and cognitive responses to stressors than female students. Also, this present study's findings are in line with Anbumalar et al. [ 15 ]. They studied “gender differences in the perceived level of stress”. They found a greater level of stress in female students as compared to male students. The outcome showed a significant difference between females and males in stress-coping scores. They concluded that male students have greater chances of applying stress-coping strategies than female students. According to Pourrajab et al. [ 17 ], there is a difference between the level of academic stress of male and female students. They concluded that stress is seen as a positive or negative experience among students and can control the academic progression and the confidentiality of students. Madhyastha et al. [ 18 ] study, “Stress, coping and gender differences in third-year medical students” found a statistically significant difference between male and female students. Furthermore, the findings are consistent with Lawrence, et al. [ 22 ] study. They examined differences between males and females in coping strategies and the degree to which such strategies influenced self-confidence and achievement. Results showed a significant difference between males and females in their commitment to coping strategies and academic achievement. Calvarese [ 19 ] studied the association between gender and responses to stress among university students. Participants were examined on how they normally reacted while under apparent stress. The outcome showed a significant difference between males and females regarding their responses to stress. Generally, greater levels of depression, obstruction, and nervousness were seen in females as compared to males when responding to stress. Males are likewise inclined to experience other psychological responses dissimilar from those recorded in the study. However, this present study's findings are contrary to Kania's [ 20 ] findings which indicated that there was no significant effect of gender on stress levels and no significant difference between males and females on stress levels. He proposed that the study be carried out in the future with some modifications. “Future study which will develop in this research can look at investigating stress in relative to different tasks or in relative to age”. Again, the findings are contrary to Pierre's [ 21 ] study, which showed no significant difference between males and females in their reported experiences with various stressors. The study hypothesized that there is no difference between males and females in their experiences with various stressors, which showed consistency with the findings. LIMITATION First, the findings presented in this study involve a relatively small sample size that may not be statistically representative of all students in the study area. The main constraint of small studies is their inability to represent an entire population. It is therefore necessary for additional research works to be done on the topic in other areas of the country to enable generalization of the observations. Most significantly, due to the nature of the study, survey participants may have felt uncomfortable giving out some relevant information so there could be inadequate information or under-reporting which could have affected the outcome or any of its findings. CONCLUSION The results of this study suggest that gender has a significant effect on stress-coping strategies. This could establish an important foundation for a subsequent intervention study which could focus on helping students to cope better with stress. Carrying out precise stress-training courses for male and female students will aid in decreasing stress levels. Declarations Ethics Approval and consent to participate Ethical approval was obtained from the School of Psychology and Therapeutic Studies Ethics Approval Panel at the University of South Wales. Informed written consent was obtained from all the participants of the study and confidentiality was assured and ensured. Competing interests The author declares that he has no competing interests. Consent for publication Not applicable Funding This work received no funding support. Author Contribution SA conceived the study and drafted and reviewed the manuscript. SA also analyzed the data. Acknowledgments Not applicable Data Availability Upon request (Through Author's email - [email protected] ) References Boke, Bilun & Mills, Devin & Mettler, Jessica & Heath, Nancy. (2019). Stress and Coping Patterns of University Students. Journal of College Student Development. 60. 85–103. 10.1353/csd.2019.0005 . Adekale Temitope Adedamola, Oyebade Akin, Adeleke Abisoye Abiola and Atolagbe James Ebun (2022). Stress among university students in Osun state, Nigeria. International Journal of Health Sciences and Research.12(7).8–24. Georgia Barbayannis Mahindra Bandari, Xiang Zheng, Humberto Baquerizo, Keith W. Pecor and Xue Ming (2022.) Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19. Journal of Frontiers in Psychology.13.1–10. https://doi.org/10.3389/fpsyg.2022.886344 Mahaboob, V.K. (2024). Stress Among University Students. 6. 1–7. Hamaideh, Shaher. (2011). Stressors and reactions to stressors among university students. International Journal of Social Psychiatry. 57. 69–80. 10.1177/0020764009348442 . Coninck, D., Matthijs, K., & Lancker, W. (2022). Distance Learning and School-Related Stress Among Belgian Adolescents During the COVID-19 Pandemic. Frontiers in Education ,7https://doi.org/10.3389/feduc.2022.836123 . Pascoe, C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International journal of adolescence and youth, 25(1), 104–112. WHO (2020). Doing What Matters in Times of Stress: An Illustrated Guide. 29 April 2020. ISBN: 9789240003927. Segal, J., Melinda, M.A., Robert, M.A., & Robinson, L. (2018). Stress Symptoms, Signs, and Causes. Improving Your Ability to Handle Stress. Glozah, F.N. (2013). "Effects of Academic Stress and Perceived Social Support on the Psychological Wellbeing of Adolescents in Ghana," Open Journal of Medical Psychology , Vol. 2 No. 4, 2013, pp. 143–150. doi: 10.4236/ojmp.2013.24022 . Lazarus, R.S., & Folkman, S. (1984). Stress, Appraisal, and Coping. ISBN 13 9780826141910. Gadzella, B., Carvalho, C. & Masten, G. (2008). Differences among Gender-Role Identity Groups on Stress. American Journal of Psychological Research 4(1), 40–52. Matud, M. (2004). Gender Differences in Stress and Coping Styles. Personality and Individual Differences 37, 1401–1415. Barnett, R., Biener, L. and Baruch, G. (1987). Gender and Stress. New York : The Free Press . Anbumalar C, Dorathy A P, Jaswanti V P, Priya D & Reniangelin D (2017). Gender Differences in Perceived Stress Levels and Coping Strategies among College Students. International Journal of Indian Psychology , Vol. 4, (4), DIP:18.01.103/20170404, DOI: 10.25215/0404.103 . Hamaideh, S.H. (2016). Gender differences in stressors and reactions to stressors among Jordanian university students. International Journal of Social Psychiatry 58(1). Pourrajab, M., Rabbani, M., & Kasmaienezhadfard, S. (2014). Different Effects of Stress on Male and Female Students. The Online Journal of Counseling and Education , 2014, 3(3), 31–39 Madhyastha, S., Latha, K.S., & Kamath, A. (2014). Stress, Coping and Gender Differences in Third Year Medical Students. Journal of Health Management. June 2014 DOI: 10.1177/0972063414526124 . Calvarese, M. (2015). The Effect of Gender on Stress Factors: An Exploratory Study among University Students. Soc. Sci. 2015, 4 , 1177–1184; doi: 10.3390/socsci4041177 . Kania, S.K. (2014). "The Relationship between Gender Differences and Stress," The Huron University College Journal of Learning and Motivation : Vol. 52: Iss. 1, Article 7. Available at: http://ir.lib.uwo.ca/hucjlm/vol52/iss1/7 . Pierre, C.L. (2013). "The Interactive Effects of Coping Strategies, Gender, and Stress in the Prediction of Internalizing Symptoms in African American Youth: An Application of the Specificity Model" (2013). Master's Theses. Paper 1471. http://ecommons.luc.edu/luc_theses/1471 . Lawrence, J., Ashford, K., & Dent, P. (2006) Gender differences in coping strategies of undergraduate students and their impact on self-esteem and attainment. Active Learning in Higher Education, SAGE Publications , 2006, 7 (3), pp.273–281. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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However, no research works have examined the effect of gender on stress-coping strategies in university students in South Wales adopting the Stress-Coping Inventory Style (SCSI).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe study\u0026rsquo;s results can establish an important foundation for a subsequent intervention study which could focus on helping students to cope better with stress.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe findings will inform policy decisions and enhance stress-training courses for male and female students which will aid in decreasing stress levels in the future.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e\u003c/p\u003e"},{"header":"INTRODUCTION","content":"\u003cp\u003eUniversity students are constantly prone to stress and they have to deal with it day-by-day [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Chronic or unresolved stress can lead to various psychological and physical issues in different ways [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. University students are a group particularly prone to stress due to the transition and adjustments that come with university life [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Stress among university students has impacted their physical and mental health, as well as academic performance, sparking researchers' interest in the subject for many years [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. As a result, university students face various stressors from different aspects of their academic life, and due to differences in personality traits, they often respond to these stressors in distinct ways [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Georgia et al., [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] have revealed that academic stressors are the core source of stress in university students, with 77.6% and 10.4% of students dwindling into the modest and severe stress types.\u003c/p\u003e \u003cp\u003eAccording to WHO [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] Stress is a state of mental tension or worry caused by challenging situations. Stress is a normal human response that motivates us to face difficulties and threats in life. While everyone experiences stress to some extent, how we respond to it significantly impacts our overall well-being. Also, Segal \u003cem\u003eet al.\u003c/em\u003e [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e] defined stress as the body's reaction to any kind of demand or threat. Whenever a person perceives danger, whether real or imagined, the body automatically and quickly prepares to defend itself through an involuntary process called the \"fight-or-flight\" response, also known as the \"stress response.\"\u003c/p\u003e \u003cp\u003eMahaboob [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] classified stress into two different perspectives, aside from determining whether it is \"good\" or \"bad.\" From a physicist's viewpoint, stress refers to a force exerted on an object that can lead to deformation or strain. In contrast, from a psychological standpoint, stress can be categorized as either \"good\" stress or \"bad\" stress. \"Good\" stress, also called eustress, can be enjoyable, exciting, and energizing, especially in the short term. For example, when we face sudden danger and overcome it, we may feel exhilarated. Likewise, experiences like racing to meet an exciting deadline, preparing for a wedding, or skiing down a slope can create stress. This type of stress boosts our energy levels, enhances our performance, and makes us more effective in completing tasks [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eStressful events typically occur when a person perceives a situation as threatening or challenging and lacks the necessary coping skills to manage it [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. In such situations, the individual feels that a response is important but is unable to immediately find an appropriate way to react [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Lazarus and Folkman [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] suggested two primary types of coping strategies used to manage stressful situations: \"problem-focused coping\" and \"emotion-focused coping.\" The more effective of the two is problem-focused coping, which involves making deliberate efforts to resolve or adapt to external stressors. In contrast, emotion-focused coping, generally less effective, involves altering one's perception of the stressful situation to eliminate the need for action. When confronted with stress, individuals tend to use either problem-focused or emotion-focused coping strategies to manage the situation [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eGender differences have been found to influence the choice of coping strategies, with males generally favoring problem-focused approaches, while females are more likely to use emotion-focused methods. An individual's assessment of potentially stressful events can shape their perception of stress, leading to personal and group variations in how stressors are perceived and responded to [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Insight and responses to stressors might vary rendering to some individual features such as gender [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eGender significantly influences each aspect of the stress process, both in terms of input, by determining whether a situation is perceived as stressful, and in terms of output, by shaping coping strategies, responses to stressors, and the overall impact on well-being [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Literature examining the association between gender and stressors showed contradictory results, many researchers have shown significant differences between males and females concerning stress-coping strategies [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. However, other studies have shown that gender has no difference in stress-coping strategies [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAs far as this current study is concerned, no research works have examined the effect of gender on stress-coping strategies in university students in South Wales adopting the Stress-Coping Inventory Style (SCSI). Hence, the study aimed to examine the effect of gender on stress-coping strategies in university students. The hypothesis is that there will be significant gender differences in stress-coping strategies in students. The main research question was to find out what effect gender has on stress-coping strategies in university students.\u003c/p\u003e"},{"header":"METHOD","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\n \u003ch2\u003eStudy Design\u003c/h2\u003e\n \u003cp\u003eThe study adopted a quantitative cross-sectional survey using a structured questionnaire. Using a cross-sectional design was appropriate, as it allowed for the measurement of a one-time assessment of stress-coping strategies among university students.\u003c/p\u003e\n\u003c/div\u003e\n\u003ch3\u003eStudy Variables\u003c/h3\u003e\n\u003cp\u003eFor this study, the dependent variables were active emotional coping, passive emotional coping, active problem coping, and passive problem coping, while the independent variable was gender.\u003c/p\u003e\n\u003ch3\u003eStudy Population\u003c/h3\u003e\n\u003cp\u003eThe study population was university students who were both residents and non-residents at the University of South Wales. For inclusion, one had to be a student at the University of South Wales who at the time of data collection was available and consented to the study. Students at the University of South Wales who at the time of data collection were ill and did not consent to the study were excluded.\u003c/p\u003e\n\u003ch3\u003eSampling and Sample Size\u003c/h3\u003e\n\u003cp\u003eA convenience sampling method was adopted in selecting study participants on campus who were available and willing to take part. A total of 90 students were selected, which included both undergrad and master\u0026apos;s students. 46 female and 44 male students were selected with the ratio of males to females being 2:1.\u003c/p\u003e\n\u003ch3\u003eData Collection\u003c/h3\u003e\n\u003cp\u003eA quantitative data collection technique was employed involving a structured questionnaire. All interviews were administered face-to-face in English. At the end of each survey day, all data were entered from the paper questionnaire onto a server. Daily field reports on the number and types of interviews conducted were checked against what has been entered on the database and observed discrepancies were investigated and addressed.\u003c/p\u003e\n\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003ch2\u003eMeasurements/ Tools\u003c/h2\u003e\n \u003cp\u003eParticipants were presented with the Stress Coping Inventory Style (SCSI). It consisted of statements to which respondents were required to respond as to each statement by ticking from 1 (completely disagree) to 5 (completely agree) to students coping with stress. The scale has 28 28-item questionnaire and a five-point Likert scale response which measures the type of coping strategies used by students when facing academic stress.\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eData Management and Analysis\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe data were coded and summarized using Excel Spreadsheet and exported into Statistical Package for Social Science (SPSS) computer software for analysis. Inferential statistics, involving Multivariate Analysis of Variance (MANOVA) was used to examine the statistical significance difference between variables and the level of analysis in this study was the individual given that groups were being compared based on gender. Statistical significance was set at 0.05 and confidence intervals of 95% were assessed.\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eEthical Consideration\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003ePermission to conduct this study was obtained from the School of Psychology and Therapeutic Studies Ethics Approval Panel at the University of South Wales. The study was performed by the Helsinki Declaration guidelines (The Helsinki Declaration guidelines are the World Medical Association (WMA) Declaration of Helsinki \u0026ndash; Ethical Principles for Medical Research Involving Human Subjects).\u003c/p\u003e\n \u003cp\u003eInformation was also provided to study participants about their rights and responsibilities including rights to confidentiality, voluntary participation, and the right to withdraw at any time if they so wished. Written informed consent was obtained from consenting participants. Interviews were conducted in private places at the University and all data were anonymous to ensure confidentiality.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"RESULTS","content":"\u003cp\u003eA total sample of 90 students was used in all analyses. The table below summarizes the MANOVA test results. This shows a significant effect of gender on stress coping strategies. \u0026ldquo;F(4,85)\u0026thinsp;=\u0026thinsp;2.63, p\u0026thinsp;=\u0026thinsp;0.04; Wilks\u0026rsquo; λ\u0026thinsp;=\u0026thinsp;0.890\u0026rdquo;. Therefore, there\u0026rsquo;s a statistical difference between females and males in stress coping strategies. This is shown in the table below.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSummary table showing gender differences in stress coping strategies\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables (Gender)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eerror \u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eλ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.890\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThe study investigated the effect of gender on stress-coping strategies in university students. A total of 90 students were given a written questionnaire to complete. It was predicted that gender will have a significant difference in stress-coping strategies in students. The findings from the study showed a statistical difference between females and males in stress-coping strategies. Hence there’s a significant effect of gender on stress coping strategies.\u003c/p\u003e \u003cp\u003eThe study findings are not different from the [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] study, which showed statistical differences among male and female students concerning their views and responses to stressors. In Hamaideh's [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] work, female students recorded a greater view of stressors in obstructions, negative encounters, burdens and modifications, in addition to emotional responses to stressors.\u003c/p\u003e \u003cp\u003eWhile male students recorded greater behavioural and cognitive responses to stressors than female students. Also, this present study's findings are in line with Anbumalar et al. [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. They studied “gender differences in the perceived level of stress”. They found a greater level of stress in female students as compared to male students. The outcome showed a significant difference between females and males in stress-coping scores. They concluded that male students have greater chances of applying stress-coping strategies than female students.\u003c/p\u003e \u003cp\u003eAccording to Pourrajab et al. [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], there is a difference between the level of academic stress of male and female students. They concluded that stress is seen as a positive or negative experience among students and can control the academic progression and the confidentiality of students. Madhyastha et al. [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] study, “Stress, coping and gender differences in third-year medical students” found a statistically significant difference between male and female students. Furthermore, the findings are consistent with Lawrence, et al. [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] study. They examined differences between males and females in coping strategies and the degree to which such strategies influenced self-confidence and achievement. Results showed a significant difference between males and females in their commitment to coping strategies and academic achievement.\u003c/p\u003e \u003cp\u003eCalvarese [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] studied the association between gender and responses to stress among university students. Participants were examined on how they normally reacted while under apparent stress. The outcome showed a significant difference between males and females regarding their responses to stress. Generally, greater levels of depression, obstruction, and nervousness were seen in females as compared to males when responding to stress. Males are likewise inclined to experience other psychological responses dissimilar from those recorded in the study.\u003c/p\u003e \u003cp\u003eHowever, this present study's findings are contrary to Kania's [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] findings which indicated that there was no significant effect of gender on stress levels and no significant difference between males and females on stress levels. He proposed that the study be carried out in the future with some modifications. “Future study which will develop in this research can look at investigating stress in relative to different tasks or in relative to age”. Again, the findings are contrary to Pierre's [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] study, which showed no significant difference between males and females in their reported experiences with various stressors. The study hypothesized that there is no difference between males and females in their experiences with various stressors, which showed consistency with the findings.\u003c/p\u003e "},{"header":"LIMITATION","content":"\u003cp\u003eFirst, the findings presented in this study involve a relatively small sample size that may not be statistically representative of all students in the study area. The main constraint of small studies is their inability to represent an entire population. It is therefore necessary for additional research works to be done on the topic in other areas of the country to enable generalization of the observations.\u003c/p\u003e\u003cp\u003eMost significantly, due to the nature of the study, survey participants may have felt uncomfortable giving out some relevant information so there could be inadequate information or under-reporting which could have affected the outcome or any of its findings.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThe results of this study suggest that gender has a significant effect on stress-coping strategies. This could establish an important foundation for a subsequent intervention study which could focus on helping students to cope better with stress. Carrying out precise stress-training courses for male and female students will aid in decreasing stress levels.\u003c/p\u003e"},{"header":"Declarations","content":" \u003cp\u003e \u003cstrong\u003eEthics Approval and consent to participate\u003c/strong\u003e \u003cp\u003eEthical approval was obtained from the School of Psychology and Therapeutic Studies Ethics Approval Panel at the University of South Wales. Informed written consent was obtained from all the participants of the study and confidentiality was assured and ensured.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eCompeting interests\u003c/strong\u003e \u003cp\u003eThe author declares that he has no competing interests.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eConsent for publication\u003c/h2\u003e \u003cp\u003eNot applicable\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eThis work received no funding support.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eSA conceived the study and drafted and reviewed the manuscript. SA also analyzed the data.\u003c/p\u003e\u003ch2\u003eAcknowledgments\u003c/h2\u003e \u003cp\u003eNot applicable\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eUpon request (Through Author's email - [email protected])\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBoke, Bilun \u0026amp; Mills, Devin \u0026amp; Mettler, Jessica \u0026amp; Heath, Nancy. (2019). Stress and Coping Patterns of University Students. Journal of College Student Development. 60. 85\u0026ndash;103. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1353/csd.2019.0005\u003c/span\u003e\u003cspan address=\"10.1353/csd.2019.0005\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAdekale Temitope Adedamola, Oyebade Akin, Adeleke Abisoye Abiola and Atolagbe James Ebun (2022). 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June 2014 DOI: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1177/0972063414526124\u003c/span\u003e\u003cspan address=\"10.1177/0972063414526124\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCalvarese, M. (2015). The Effect of Gender on Stress Factors: An Exploratory Study among University Students. \u003cem\u003eSoc. Sci.\u003c/em\u003e 2015, \u003cem\u003e4\u003c/em\u003e, 1177\u0026ndash;1184; doi: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3390/socsci4041177\u003c/span\u003e\u003cspan address=\"10.3390/socsci4041177\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKania, S.K. (2014). \"The Relationship between Gender Differences and Stress,\" \u003cem\u003eThe Huron University College Journal of Learning and Motivation\u003c/em\u003e: Vol. 52: Iss. 1, Article 7. Available at: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://ir.lib.uwo.ca/hucjlm/vol52/iss1/7\u003c/span\u003e\u003cspan address=\"http://ir.lib.uwo.ca/hucjlm/vol52/iss1/7\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePierre, C.L. (2013). \"The Interactive Effects of Coping Strategies, Gender, and Stress in the Prediction of Internalizing Symptoms in African American Youth: An Application of the Specificity Model\" (2013). \u003cem\u003eMaster's Theses.\u003c/em\u003e Paper 1471. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://ecommons.luc.edu/luc_theses/1471\u003c/span\u003e\u003cspan address=\"http://ecommons.luc.edu/luc_theses/1471\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLawrence, J., Ashford, K., \u0026amp; Dent, P. (2006) Gender differences in coping strategies of undergraduate students and their impact on self-esteem and attainment. \u003cem\u003eActive Learning in Higher Education, SAGE Publications\u003c/em\u003e, 2006, 7 (3), pp.273\u0026ndash;281.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Gender, Stress, Coping, Strategies, University Students","lastPublishedDoi":"10.21203/rs.3.rs-5349042/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5349042/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eIntroduction: \u003c/strong\u003eOver the past years, stress among university students has always remained a subject of attention for academics since it affects not only their academic performance but also their physical and psychological fitness. Male and female students observe and respond to stressors inversely as a result of their dissimilarities in assessing stressful circumstances.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAims:\u003c/strong\u003e The study sought to examine the effect of gender on stress-coping strategies in university students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods: \u003c/strong\u003eThe study adopted a cross-sectional design. The Stress Coping Inventory Style (SCSI) was used to ascertain the type of coping strategies used by students when confronted with academic stress. A total of twenty-eight (28) questions were administered to ninety (90) students at the University of South Wales. Data were analyzed using SPSS, with results presented using the Multivariate Analysis of Variance (MANOVA) to determine the statistical significance difference between variables and the level of analysis in this study was the individual given that groups were being compared based on gender. Statistical significance was set at 0.05, with 95% confidence intervals assessed.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults: \u003c/strong\u003eThe study found that there was a statistical difference between females and males on stress coping strategies. “F(4,85) = 2.63, p=0.04; Wilks’ λ = 0.890”.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eGender has a significant effect on stress-coping strategies in university students.\u003c/p\u003e","manuscriptTitle":"The Effect of Gender on Stress Coping Strategies in University Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-02-04 09:31:12","doi":"10.21203/rs.3.rs-5349042/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"dba04ccc-4394-4a10-a67a-d6df0fdbeec3","owner":[],"postedDate":"February 4th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-02-04T09:31:12+00:00","versionOfRecord":[],"versionCreatedAt":"2025-02-04 09:31:12","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5349042","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5349042","identity":"rs-5349042","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}