Academic Stress Profiles and Coping Strategies in University Students: A Hierarchical Cluster Analysis
DOI:
https://doi.org/10.33595/2226-1478.17.1592Keywords:
academic stress, coping strategies, university students, academic satisfaction, academic performanceAbstract
Academic stress is a relevant concern in higher education because of its effects on student well-being and adaptation. The objective was to identify and characterize profiles of academic stress and coping strategies among university students through hierarchical cluster analysis and to examine their association with sociodemographic and academic variables. A quantitative, non-experimental, cross-sectional study was conducted with 125 first-year students from the Faculty of Education Sciences at the National University of the Altiplano, selected through probability sampling. The SISCO-21 Inventory was administered, and the dimensions of stressors, symptoms, and coping strategies were analyzed. Hierarchical clustering using Ward’s method and Euclidean distance identified three profiles: adaptive coping, low academic stress, and high stress with low coping. The latter represented the most vulnerable group, combining higher levels of stressors and symptoms with fewer coping resources. Profile membership was significantly associated with sex and academic program, but not with age, employment status, or self-perceived academic performance, these findings support the implementation of differentiated university interventions according to students’ risk and coping profiles.
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Copyright (c) 2026 Marina Yanet Coapaza Mamani, Yolanda Lujano Ortega, Sonia Bustinza Choquehuanca, Vidnay Noel Valero Ancco
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