Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Coping Strategies: Problem Focused01:27

Coping Strategies: Problem Focused

424
Coping strategies are methods people use to manage, tolerate, or reduce the effects of stressors. These strategies involve both behavioral and psychological actions to handle stressful situations. One common approach is problem-focused coping, which aims to change or eliminate the source of stress rather than merely addressing its consequences. This method involves taking direct action to resolve the issue causing stress.
For example, consider a student who struggles to understand their...
424
Psychological Responses to Stress01:20

Psychological Responses to Stress

483
Psychological responses to stress encompass the various cognitive and emotional reactions individuals experience when faced with challenging or threatening situations, such as a job loss. Prolonged exposure to stressors can disturb emotional balance, increasing negative emotions (e.g., anxiety and sadness) and diminishing positive emotions (e.g., joy and satisfaction). These persistent emotional shifts are associated with an increased risk of both physical illness and mental health issues, such...
483
Coping Strategies: Emotion Focused01:20

Coping Strategies: Emotion Focused

435
Emotion-focused coping refers to a set of strategies aimed at managing the emotional impact of stressors, rather than directly addressing their causes. This approach involves altering one's emotional response to stressful situations to reduce their psychological effects. For example, individuals might talk with a friend or engage in activities like journaling to express their feelings. Such actions can help achieve emotional clarity or release, providing the psychological stability needed...
435
Stress Prevention and Stress Management Techniques II01:23

Stress Prevention and Stress Management Techniques II

493
Personality types, particularly Type A and Type B, significantly influence how individuals respond to stress. These personality distinctions are marked by varying levels of ambition, competitiveness, and coping styles, all of which shape an individual's resilience to stressors.
Type A Personality: Driven and Easily Stressed
Individuals with Type A personalities are often highly competitive and ambitious and operate with a strong sense of urgency. Commonly labeled as...
493
Stress Prevention and Stress Management Techniques IV01:26

Stress Prevention and Stress Management Techniques IV

229
Stress often leads to unhealthy habits like smoking, excessive drinking, and overeating, which offer short-term relief but ultimately increase long-term health risks. These behaviors create a cycle that temporarily lowers stress levels but can result in severe long-term health consequences. Breaking these habits is essential to reduce the risk of chronic diseases and improve overall well-being. Three primary changes that support better health include quitting smoking, reducing alcohol intake,...
229
Stress Prevention and Stress Management Techniques I01:26

Stress Prevention and Stress Management Techniques I

281
Stress prevention and management are crucial for maintaining well-being and building resilience. Techniques to manage stress include cultivating qualities like conscientiousness, a sense of personal control, and self-efficacy. Each of these traits significantly reduces stress and promotes healthier lifestyle choices and outcomes.
Conscientiousness
Conscientious individuals tend to be organized, responsible, and disciplined. They prioritize completing tasks and following structured routines,...
281

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Social Media Use Profiles in Adolescents: A Cluster Analysis of Interpersonal Difficulties and Social Anxiety.

Behavioral sciences (Basel, Switzerland)·2026
Same author

Perceived Needs of People with Intellectual Disabilities Undergoing the Ageing Process.

Healthcare (Basel, Switzerland)·2025
Same author

Emotion Regulation as a Predictor of Disordered Eating Symptoms in Young Female University Students.

European journal of investigation in health, psychology and education·2025
Same author

Predicting University Students' Stress Responses: The Role of Academic Stressors and Sociodemographic Variables.

European journal of investigation in health, psychology and education·2025
Same author

The Mediating Role of Active Coping Strategies in the Relationship Between Academic Stressors and Stress Responses Among University Students.

Healthcare (Basel, Switzerland)·2025
Same author

Promoting Attitudes Towards Disability in University Settings: A Quasi-Experimental Study.

European journal of investigation in health, psychology and education·2025

Related Experiment Video

Updated: Jan 16, 2026

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents
06:15

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

Published on: July 10, 2017

13.4K

University Students' Good Practices as Moderators Between Active Coping and Stress Responses.

Cristina Ruiz-Camacho1, Margarita Gozalo2, Elena Felipe-Castaño3

  • 1Department of Psychology and Anthropology, Faculty of Education and Psychology, University of Extremadura, 06071 Badajoz, Spain.

Behavioral Sciences (Basel, Switzerland)
|September 27, 2025
PubMed
Summary

University students

Keywords:
active copinggood practiceshigher educationmoderationstress responsesuniversity students

More Related Videos

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test
11:13

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

Published on: November 19, 2015

14.4K
Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

8.3K

Related Experiment Videos

Last Updated: Jan 16, 2026

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents
06:15

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

Published on: July 10, 2017

13.4K
The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test
11:13

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

Published on: November 19, 2015

14.4K
Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

8.3K

Area of Science:

  • Educational Psychology
  • Higher Education Studies

Background:

  • Academic stress is a significant concern for university students within the European Higher Education Area.
  • Good student practices are recognized as crucial indicators of educational quality.
  • Existing research highlights high levels of academic stress in university populations.

Purpose of the Study:

  • To investigate the moderating role of four specific student good practices on the relationship between active coping strategies and academic stress responses.
  • To determine if feedback-seeking, cooperative work, time management, and active learning influence how effectively students manage stress.

Main Methods:

  • Cross-sectional study involving 1014 university students.
  • Utilized validated scales: Academic Stress Coping Scale (A-CEA), Academic Stress Response Scale (R-CEA), and Inventory of Good Practices in University Students (IBPEU).
  • Employed moderation analyses using linear regressions with interaction terms and simple slope analyses.

Main Results:

  • Feedback-seeking, cooperative work, and time management significantly strengthened the stress-reducing effect of active coping.
  • Higher levels of these practices amplified the benefits of active coping strategies.
  • Active learning demonstrated a threshold effect; active coping was effective in reducing stress only when active learning was implemented.

Conclusions:

  • Promoting good student practices, such as feedback-seeking, cooperative work, and time management, can enhance the effectiveness of active coping strategies.
  • The effective implementation of active learning is crucial for its role in stress reduction.
  • Integrating these practices into psychoeducational programs may improve students' resilience and reduce psychological distress.