psychology
Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Issue 4 ¦ 2022 679
Resilience and stress coping strategies of university
students in times of pandemic
Hugo Condori Meléndez1, Mirtha Sussan Trejo de Rios2, Juan Carlos Lázaro Guillermo3, Lila Ramírez Zumaeta4, Carlos Alberto Giles Abarca5
1Universidad Nacional de Educación Enrique Guzmán y Valle, Peru
2Universidad Nacional José Faustino Sánchez Carrión, Peru
3Universidad Nacional Intercultural de la Amazonia, Peru
4Universidad Privada de Pucallpa, Peru
5Universidad Nacional Mayor de San Marcos, Peru
The objective is to determine if Resilience and stress coping strategies significantly influence each other in college students during the
COVID-19 pandemic. A prospective and cross-sectional quantitative design study, 128 students from the National Intercultural University
of the Amazon, Peru were selected: 96 men (75.0%) and 32 women (25.0%), mean age 18.3 years (SD = 2.3). The Adapted Resilience Scale
of Peru (ERAPE) and the Coping Mode (COPE) were used. Resilience had a significant effect at a moderate level, and coping strategies
focused on problems and emotions, with planning, active coping, and lack of emotional support dominating. Effects on proportional inverse
correlation can be identified through avoidance strategies: mental and behavioral withdrawal, denial, and substance use.
Keywords: Emotional support, resilience, active coping, COVID-19, academic stress.
INTRODUCTION
The arrival of COVID-19 has forced many countries to
quarantine to prevent the spread of the virus; With this in
mind, the educational landscape follows an emergency law
intended to prevent direct action in more than 190 countries,
affecting around 90% of students worldwide (1).
Thus, the state of emergency demonstrates the need to
respond to the digital transformation and pave the way for
the expansion of virtual education (2), which through the
measures taken include isolation, physical and social
distancing, and cessation of activities (3), and leads to
different responses in the population, since it represents an
interruption in the development of mental health, as well as
interpersonal support and interactions and coping strategies
related to levels of moral stress in many situations (4).
Therefore, several authors agree that mental health is one of
the areas most altered by COVID-19 (5).
In the academic field, a series of studies have been published
that show an increase in educational insecurity,
dissatisfaction, sleep problems and mental deterioration,
negatively influencing students’ performance and inducing
processes of stress, anxiety and depression (6).
The experiences refer that students may exhibit anxiety,
sadness, irritability, insomnia, disconnection, increased
consumption of alcohol or tobacco in response to the stress of
situational demands. In this way, distance education adapts
and its performance and academic future depend on it, just as
preschool students carry the overload created by the objective
of obtaining vacancies (7). They can have negative
consequences where the presence of academic pressure is
particularly pronounced (8).
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DOI:
10.47750/pnr.2022.13.04.091
Address for correspondence: Hugo Condori Meléndez Universidad Nacional de Educación Enrique Guzmán y Valle, Peru
Email: hcondori@une.edu.pe
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How to cite this article: Hugo Condori Meléndez, Mirtha Sussan Trejo de Rios,
Juan Carlos Lázaro Guillermo, Lila Ramírez Zumaeta, Carlos Alberto Giles
Abarca, Hugo Condori Meléndez et al: Resilience and stress coping strategies of university students in times of pandemic, J PHARM NEGATIVE RESULTS
2022;13: 679-685.
Hugo Condori Meléndez et al: Resilience and stress coping strategies of university students in times of pandemic
Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Issue 4 ¦ 2022 680
This abnormality, called academic stress, occurs when there
are multiple demands or stressful stimuli, such as overload
of academic activity, limited time to complete tasks,
difficulty accessing technology, regularity of exams, etc.;
students receive, which requires excessive effort (9), this
increases individual difficulties, such as financial and family
difficulties, increases the probability of generalized stress in
students and has consequences of the individual and group
level (10).
The origin of stress involves the interaction of different
factors, it is presented as a response to change and acts as a
stimulus that allows the individual to stimulate other actions
in order to fully adapt to the impact or change externally, as
well as to achieve the objective; it can also be harmful when
it becomes frequent and you don't have a choice or a strategy
(11). In this sense, coping involves a series of actions at the
cognitive-emotional level, which are manifested in response
to stressors to restore balance, suppress triggering responses
and regulate and respond to stressful emotions, and at the
same time address the problems that cause them (12).
In relation, the context of the pandemic and the variety of
influences that emerged during the transition from live to
virtual learning life examined other cognitive, behavioral,
motivational, and affective-psychological resources to
motivate students to activate different learning strategies
coping for academic success (13).
To this end, it is important to consider that the application of
coping strategies is closely related to the personality traits of
the person and can be a solution or persistence to the
concern. Therefore, the stress response will change and may
manifest itself in adaptive or dysfunctional behaviors that
will induce regulation of stressful events that, if effective,
will not be irritating and, if not, may affect the health of the
individual men male (14).
Thus, coping and the strategies used to deal with stressful
situations are significant factors to consider in students
because they correspond to complex and ambiguous
cognitive and behavioral activities, thanks to which they can
face stressful situations, adapt, react, adapt and behave (15),
facing the shortcomings of life and developing mental
resilience is seen as a tool that contributes to the adaptation
to stress and its consequences (16).
Resilience refers to a person's ability to withstand adverse
events, including the combination and interactions of
protective and risk factors between the person's own internal
and external factors, enabling him or her to navigate risk and
adversity from a constructive form but variable with time
and change (17).
This research seeks to determine whether resilience and
stress coping strategies significantly influence each other in
pre-university students during the COVID-19 pandemic.
Considering the classification of Folkman and Lazarus
(1985) (18), which evaluates a complete series of thoughts
and actions taken in response to stressful situations;
problem-oriented strategies refer to directed action to solve
problems, emotional focus on the modulation of emotional
responses, and avoidance strategies focused on the
acceptance of avoidance behavior in the face of stressors.
Therefore, the objective is to determine if resilience and stress
coping strategies significantly influence each other in
university students during the COVID-19 pandemic.
METHOD
This study is of a quantitative and strategic nature since data
is collected and analyzed to analyze a particular population
group based on the statistical inference of the sample and
determine the relationship between two variables (19). It is a
cross-sectional study of predictive design because it seeks to
determine the impact of resilience on strategies for coping
with academic stress in students from the Department of
Basic Sciences, of a university in the Peruvian Amazon, in
the context of COVID-19.
The selection of the participants was made by uncertainty
sampling, for convenience because the sampling was not
random but adequate according to the characteristics of the
study (20) with inclusion criteria that included: i) being
regular students enrolled in the cycle 2022-I; ii) have punctual
attendance in the virtual classroom registers; iii) informed
consent to participate in the study through the form sent
through Google Forms, and exclusion criteria where the
following were considered: i) enrolled in the 2022-I cycle
with irregular attendance and ii) students who did not consent
to participate Of the investigation.
In this way, this study had the participation of 128 students of
the basic sciences careers at university located in Ucayali,
Peru; made up of men (n = 96, 75.0%) and women (n = 32,
25.0%) aged between 17 and 22 years (M = 18.3, SD = 3.02).
THE RESILIENCE SCALE (RS) WAS ORIGINALLY
CREATED BY WAGNILD AND YOUNG (1993)
To assess the level of resilience of adolescents and adults
(21). In this study, a scale adapted to the sociocultural context
of the Amazon in Peru was used, consisting of 25 items with
a measure of scores through a Likert scale with 7 points
ranging from (1 = strongly disagree) to (7 = strongly
disagree). Agreement that makes up the equity dimensions (7,
8, 11, 12); freedom (6, 9, 13, 17, 18, 19, 24); persistence (1,
2, 4, 14, 15, 20, 23), personal satisfaction (16, 21, 22, 25), and
no feelings of loneliness (5, 3, 19). Their scores ranged from
25 to 175 points, with a high score corresponding to high
resistance.
The adjusted scale has the full range of psychometric
properties, with appropriate global internal consistency,
assessed by Cronbach's alpha coefficient (α = 0.89) and item-
test correlations, whose scores range from (0.23 to 0.71),
estimating statistically significant coefficients for each scale
size at which the device has been configured to fully measure
the resilience structure as an absolute value.
Evidence of Coping Styles to Stress (COPE), originally
Hugo Condori Meléndez et al: Resilience and stress coping strategies of university students in times of pandemic
Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Issue 4 ¦ 2022 681
created by Carvet et al. (1997) and adapted to the context of
Peruvian students (22) in which a validity [KMO= 0.803,
p=0.005; x2;=8709.03df=1768, p< 0.05] and consistency
through Cronbach's alpha coefficient of the dimensions (α =
0.55 to 0.90). This questionnaire consists of 52 items with a
Likert-type rating scale with 4 response options; The
researchers studied 13 coping strategies classified as
problem-focused coping, emotion-focused coping, and
avoidance.
Initially, the fieldwork involves contacting the student
welfare office to design the study, approving it by the
university council, and selecting participants who can
receive remote information about the study, its appropriate
objectives, and their participation. The information is
collected through a form created in Google Forms, which is
provided to students previously identified according to the
records of students admitted to the 2022-I cycle, belonging
to the organization of the institution where the research was
carried out; This construction takes place from January to
July 2022. Once the expected response was received, access
to the form was closed, the information received was
exported to a Microsoft Excel spreadsheet, and the
corresponding rating was determined on a scale.
The assessment was prepared according to the guidelines of
the American Educational Research Association and the
American Psychological Association (APA). Therefore,
before the introduction of the assessment tool, consent was
obtained by signing the informed consent, which ensured the
reliability of the data provided; In this way, the students
participated voluntarily and anonymously.
For the statistical processing of the data, the XLSTAT
program (Version 2022.3.2) was used. Descriptive statistics
were first collected. Then, the reliability of each tool is tested
against Cronbach's alpha, and the assumptions of normality
and linearity were analyzed by linking the scores
corresponding to each variable around the Pearson
correlation, with significance r > 0.70 for the dependence of
both variables and the assumption of independence of those
allowed, with a percentage error not greater than 2.5%,
analyzing the magnitude of the Durbin-Watson statistic.
Finally, to investigate the predictive value of resistance
parameters for coping strategies, a linear regression analysis
was performed to obtain the best fit.
RESULTS
Of the 128 participants, 75.0% of men and 25.0% of women
were between 17 and 22 years old, with a mean of 18.3 (SD
= 3.02). Table 1 lists the levels of resistance and coping skills
by gender of the participants. It can be seen that both sexes
are dominated by a medium tolerance to frost; however,
women present a higher percentage of rigidity than men
(33%, and 24% respectively); Similarly, in the case of coping
skills, it can be concluded that the highest scores are
concentrated in the averages of each strategy; At the same
time, both women (39%) and men (30%) have an advantage
when using problem-oriented strategies, but emotion-
oriented strategies stand out more than the second most used
in women (33%) and avoided in men (22%).
Table 1. Levels of resilience and coping skills according to the gender of university students
Dimensions Low*
Mediu
m*
High
* Low**
Medium*
*
High*
*
Problem-focused 8% 59% 39% 21% 52% 30%
Coping Focused on emotion 13% 55% 33% 33% 46% 22%
Avoidant coping 35% 46% 22% 29% 48% 26%
ER 14% 52% 33% 13% 60% 24%
* Stratified sample of women
* * Stratified sample of men
ER = Resilience Scale
Table 2, in turn, presents the internal consistency indices
(Cronbach's alpha) and descriptive statistics. For the internal
consistency analysis, the stability variable obtained a very
high confidence percentage in the study group with
Cronbach's alpha = 0.90. In addition, the value of the COPE
size is higher than the allowed value (α> 0.75), it should be
noted that the scale is established by the university.
Regarding the relationship between resilience variables and
Hugo Condori Meléndez et al: Resilience and stress coping strategies of university students in times of pandemic
Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Issue 4 ¦ 2022 682
coping strategies, resilience was positively and significantly
associated with problem-focused coping strategies (r =
0.780; p < 0.05), emotion-focused coping (r = 0.70, p <
0.05); it also has a significant and negative effect on
avoidance strategies (r = -690; p < 0.05).
Table 2. Descriptive analysis of reliability and linear
interdependence of RE and COPE.
M DE α r
Resilience Scale (RE) 80 6 0.90 -
Stress coping skills
(ESA)
85 6 0.88 -
Problem-focused
coping (PCC)
37 4 0.95 0.78*
Problem-focused
emotions (ACE)
33 3 0.88 0.70*
Avoidance strategies
(AE)
23 3 0.90 0.51*
M: mean; SD: standard deviation; α: Cronbach's alpha; r >
0.70; * < 0.05
Analyzes were then performed to test assumptions about
normality, error independence, and alignment. The analysis
shows that the distribution of the variables is within
acceptable limits, except for the strategic use of narcotic
substances and emotions (g2 = 4; 5, table 1), acceptable
values for the independence of errors (≤2.5%), and a lack of
multicollinearity because the values (tolerance = 1.05; FIV
= 1.05) were acceptable.
To this end, a linear regression analysis was performed to
assess the predictive power of resistance to coping
strategies. In this way, it can be shown that resilience has a
moderate and statistically significant positive effect on
problem-focused coping and emotion (R2 ≥ 0.70 ≤ 0.90; β ≥
0.50 ≤ 0.90 p <0.05). In this sense, the higher the level of
resilience of a student, influences the use of action-oriented
constructive strategies to deal with stressful situations, and
plan and execute activities. Coping or cognitive response
contributes to better coping with the unpleasant sensations
caused.
Similarly, a negative and statistically significant effect was
found on the coping strategy at a low level (R2 ≥ 0.72 ≤ 0.90;
β ≥ 0.50 ≤ 0.70; p < 0.05), which means that the more
resilient the student body, the better they use coping
strategies to distract their attention from a stressful situation,
denying its existence and replacing it with thoughts or
distractions that prevent them from being able to concentrate
as low as possible. conflict resolution (table 3).
Table 3. Regression assessment between resilience and
coping strategies dimensions
R2 F β p
Resilience
Problem-focused
strategies
0.70 180 0.76 0.05
Emotion-focused
strategies
0.72 96 0.70 0, 05
Avoidance
strategies
0.70 78 -0.80 0.05
Note. R2 = linear fit coefficient; β = standardized coefficient
beta
DISCUSSION
University students experience various stressors related to
educational activities and the pressures imposed on them by
personal and family demands, which indicates the desire to
enter university; thus, students are more affected by the
current pandemic, as they have to adapt to a new type of
learning, dealing with the emotions created by COVID-19
and the uncertainty of their academic future.
In this situation, they must have the proper coping strategies
and resilience to deal with the current reality in a way that is
conducive to academic success. Thus, the objective of this
study was to determine if there is a significant effect of
resisting coping strategies and to explain its scope. In the
context of social sciences, the term has been adapted to
describe people who, despite living in risky situations,
develop mentally healthy; Resilience is defined as the ability
to emerge from adversity, adapt and recover to access a
meaningful life after moments of crisis (23).
Build the elements of fairness, persistence, confidence,
happiness, and personal satisfaction; that incorporates a set of
positive personal qualities that facilitate individual
adaptation, where the combination of experiences at different
stages of development will contribute to overcoming public
success in important life events (24).
In this way, considering that the educational context implies
a series of challenges, academic and psychosocial demands
that favor or negatively affect performance, and the context
of the COVID-19 pandemic has triggered an increase in these
demands for the new educational modality, and has
represented a greater presence of stress factors in students
(25), the authors confirm that their resilience will play a
significant role in the coping strategies they implement to
overcome difficulties and achieve academic success.
However, research on resilience as a predictor of coping
strategies in pre-university students is under-researched,
especially in the current context of COVID-19.
Hugo Condori Meléndez et al: Resilience and stress coping strategies of university students in times of pandemic
Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Issue 4 ¦ 2022 683
Therefore, the results show that pre-university students have
average recovery, with minimal difference between the
sexes, causing women to score higher than men in medium
and high resilience; This is consistent with research such as
that of Bucheli and Martínez (2022) in which levels of
resilience were identified in a positive category (medium-
high) with a slight favorable difference in favor of women
in the dimensions of personal satisfaction, self-confidence,
and perseverance; however, studies carried out on students
of the same age ranges have shown high levels of resilience
(26, 27); It may be due to determinants such as the difference
between stable and future students, and the impact of the
current context of COVID-19, which, as reported by Miguel
Román (2020), seems to be a factor in the increase in
anxiety, nervousness, and emotional instability, possibly
directly related to lower levels of immunity (28).
On the other hand, the results show the advantage of the
problem-focused strategy in pre-university students,
followed by the emotion-focused strategy, while the
avoidance strategies are considered underused; showed a
tendency to deal with stress healthily, since previous
experiences provided by Uribe et al. (2018) establish close
links between well-being and coping strategies, such as
active coping, planning, and social support; therefore, they
are considered the most suitable for conflict resolution (29).
In the same way, emotion-focused strategies are considered
positive, since they allow you to deal with negative and
intense emotions, which helps maintain hope and morale
that will ultimately help resolve a stressful situation (30).
Likewise, the results indicate that the strategies that seek to
avoid the stress situation are the least used by pre-university
students, so it is possible to identify that the reactions of
denial, substance use, or mental and behavioral
misunderstanding are the alternatives that they use less
often; which contributes to the results in the levels of
resilience (31), and coincides with low prevalence as
positive, since the high use of these avoidance strategies
generates higher levels of discomfort at the physical level,
contributing to a greater risk of psychopathologies (32).
Therefore, it can be seen that university students often use
health promotion strategies in situations perceived as
stressful, about the resulting resilience results, this contrasts
with what was mentioned by Tipismana (2019) who refer
that resilience allows you to neutralize the psychosocial
influence of the stressor, reducing the feeling of negative
consequences; However, it should be noted that the levels of
both strategy and volatility stability are not significantly
different, indicating a medium-high trend and a low
percentage in the stability level (33); therefore, it is
necessary to further investigate these variables in this
particular context, given the current pandemic situation,
which could be a factor influencing the results of this study.
In addition to the above, the results of this study also show
that resilience has a positive and significant impact on
coping strategies focused on the problem, that is, resilient
students, proactively facing problems, better self-
organization, and better action plan they seek to cope with a
stressful event and be aware of their resources and ability to
achieve their goals, which makes it easier for them to take
action to manage uncomfortable emotions and solve the
problem. This coincides with research such as that carried out
by Casas et al. (2015) who design more effective strategies to
express themselves and communicate, as well as to deal with
stressful situations or seek social support, pointing out that
this will contribute to better decision-making (34), as
González et al. (2018) and the active coping strategies that
more effectively reduce the perception of stress and its
consequences (35).
Consequently, on a practical level, pre-university institutions
must encourage the development of intervention programs
that focus on coping strategies and resilience, as well as
educational institutions. Secondary school has a strong
impact on students during their final years have moved to a
different educational context and therefore face new
situations that in many cases generate a need for stress in their
lives, it is essential to consider that the current context of the
pandemic has increased stress levels and is detrimental to the
mental health, so the attention to these constructs is notable
(36).
The present study suggests that, although there are studies
focused on a population with characteristics like this, there is
no evidence of an adequate number of studies with pre-
university students, which suggests that it was found that the
growth of research in the context of the pandemic has further
subsided. This study may aim to encourage other authors to
include this population in their studies, however, the small
amount of previous evidence is one of the main limitations,
therefore it does not contribute to a more detailed objection.
CONCLUSION
The results show that resilience positively affects emotional
and problem-oriented strategies, namely positive coping,
planning, limited coping and support tools, reinterpretation,
positivity, growth and acceptance. On the other hand, the
effects on the inverse correlation can be identified through
avoidance strategies: mental and behavioral restraint,
abstinence and drug use. These findings build on previous
research confirming that resilience affects students' coping
strategies and are consistent with several studies showing
higher levels of optimism, happiness, engagement, etc. in
students with healthy coping and resilience strategies.
Finally, for future research, it is advisable to repeat the study
with a larger sample of students and consider different pre-
university institutions that allow a broader view of the subject
in the current situation, the current figure is also due to
COVID-19 research. It focuses on the post-pandemic context,
which makes it possible to determine if there are significant
differences with the current results.
Hugo Condori Meléndez et al: Resilience and stress coping strategies of university students in times of pandemic
Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Issue 4 ¦ 2022 684
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