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ORIGINAL RESEARCH article

Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1510416
This article is part of the Research Topic Interactions and Intersections in Education: Challenges and Trends to foster Learning and Wellbeing View all 5 articles

Coping and well-being in university students: sex and cultural differences

Provisionally accepted
Gloria Rojas Ruiz Gloria Rojas Ruiz 1*Inmaculada Alemany-Arrebola Inmaculada Alemany-Arrebola 2Ángel C. Mingorance-Estrada Ángel C. Mingorance-Estrada 1
  • 1 Faculty of Education and Sports Sciences, Department of Didactics and School Organization, University of Granada, Melilla, Spain
  • 2 Faculty of Education and Sports Sciences, Developmental and Educational Psychology Department, University of Granada., Melilla, Spain

The final, formatted version of the article will be published soon.

    For the psychological and personal well-being of university students, it is considered essential to study the coping strategies they use when faced with conflictive situations in the academic context and the resources that the institution offers to help them overcome these challenges. The objective of this work is to evaluate the effect of sex and culture on the different coping strategies that higher education students use in the face of the difficulties they face in the academic environment. For this purpose, the questionnaire "Coping Strategies Inventory (CSI)" was applied to a sample of 1,281 university students. The results indicate that there are significant differences in the problem-solving strategies used depending on gender and culture, finding interaction between these variables, with European women being the ones who use active strategies the most. 1 On the contrary, men of Berber origin, are the ones who use less coping strategies, both active (emotional expression and social support) and passive (desiderative thinking), to resolve conflicts.

    Keywords: Well-being, coping strategies, university students, Sex, culture

    Received: 18 Oct 2024; Accepted: 06 Nov 2024.

    Copyright: © 2024 Rojas Ruiz, Alemany-Arrebola and Mingorance-Estrada. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Gloria Rojas Ruiz, Faculty of Education and Sports Sciences, Department of Didactics and School Organization, University of Granada, Melilla, Spain

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