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:

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Address for correspondence: Hugo Condori Meléndez Universidad Nacional de Educación Enrique Guzmán y Valle, Peru

Email: [email protected]

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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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