Ruiz-Camacho Cristina, Gozalo Margarita, Felipe-Castaño Elena
Department of Psychology and Anthropology, Faculty of Education and Psychology, University of Extremadura, 06071 Badajoz, Spain.
Department of Psychology and Anthropology, Faculty of Sport Science (Psychology Laboratory), University of Extremadura, 10005 Cáceres, Spain.
Behav Sci (Basel). 2025 Sep 9;15(9):1223. doi: 10.3390/bs15091223.
Within the framework of the European Higher Education Area, university students' good practices are considered key indicators of educational quality. In light of the high levels of academic stress reported in this population, the present study aims to examine whether four specific practices-feedback-seeking, cooperative work, time management, and active learning-moderate the relationship between active coping and stress responses. A cross-sectional design was employed with a sample of 1014 university students ( = 20.56; = 3.50). Participants completed the Academic Stress Coping Scale (A-CEA), the Academic Stress Response Scale (R-CEA), and the Inventory of Good Practices in University Students (IBPEU). Moderation analyses were conducted using linear regressions with interaction terms, and conditional effects (simple slopes) were estimated at low and high levels of the moderator. Significant moderation effects emerged. Feedback-seeking, cooperative work, and time management strengthened the inverse association between active coping and academic stress, with stronger reductions when these practices were reported at high levels. In contrast, active learning showed a threshold pattern: active coping reduced stress only when this practice was actively implemented, suggesting that its effective implementation may be necessary for coping to be effective. Promoting good practices may enhance the benefits of active coping. Their integration into early psychoeducational programs could bolster students' personal resources and reduce psychological distress in demanding academic settings.
在欧洲高等教育区的框架内，大学生的良好实践被视为教育质量的关键指标。鉴于该群体中报告的高水平学术压力，本研究旨在探讨寻求反馈、合作学习、时间管理和主动学习这四种特定实践是否会调节积极应对与压力反应之间的关系。采用横断面设计，样本为1014名大学生（平均年龄 = 20.56岁；标准差 = 3.50）。参与者完成了学术压力应对量表（A - CEA）、学术压力反应量表（R - CEA）和大学生良好实践量表（IBPEU）。使用带有交互项的线性回归进行调节分析，并在调节变量的低水平和高水平上估计条件效应（简单斜率）。出现了显著的调节效应。寻求反馈、合作学习和时间管理加强了积极应对与学术压力之间的负相关，当这些实践报告水平较高时，压力降低更为明显。相比之下，主动学习呈现出一种阈值模式：只有当积极实施这种实践时，积极应对才能减轻压力，这表明其有效实施可能是应对有效的必要条件。推广良好实践可能会增强积极应对的益处。将它们纳入早期心理教育项目可以增强学生的个人资源，并减少在要求苛刻的学术环境中的心理困扰。
