The Relationship Between Family Support and Coping Strategies and The Level of Academic Stress Among Senior Undergraduate Students
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Abstract
Introduction:Academic stress is a common problem experienced by senior undergraduate students and can be influenced by family support and coping strategies.
Objectives: This study aimed to determine the relationship between family support and coping strategies and levels of academic stress among senior undergraduate students in the Bachelor of Nursing program at a private University In Padang.
Method: This study used a quantitative approach with a cross-sectional design and involved 87 respondents. Data were collected using a questionnaire and analyzed univariately and bivariately using the chi-square test.
Results: The results showed that the majority of respondents (82.8%) experienced high academic stress, 73.6% received insufficient family support, and 71.3% used emotion-focused coping strategies. The analysis revealed a significant relationship between family support and academic stress levels (p<0.001) as well as between coping strategies and academic stress levels (p<0.001).
Conclusion: It was concluded that family support and coping strategies are significantly associated with academic stress levels among senior undergraduate students. Higher education institutions are expected to enhance efforts to prevent academic stress through counseling services and education on adaptive coping strategies so that students can effectively manage academic pressure.
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References
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