Investigating the relationship between coping styles with stress and academic life satisfaction

The aim of this study was to investigate the relationship between coping styles with satisfaction with academic life among final year high school students ready to enter the university in Kermanshah. One of the most stressful issues for adolescents and young people today is the issue of entrance exams and university entrance. Most adolescents and young people consider academic stress as the most important stress in their lives (Zhang, Yan, Shom and Deng, 2020; Gomez, Blanza, Lopez, Menders, Perez, Torrensa, Glago, Mones, Karawaka, 2020; Tan and Yates, 2011). Students' vulnerability in the face of stressful experiences such as stress caused by the entrance exam is different. Given the importance of patterns of response to academic stress, each student to adapt to stressful situations and situations, needs to know the skills that help him cope with the stress of study and entrance exam and competition. Lazarus and Fockelman (1984) make any effort, healthy or unhealthy, to prevent, eliminate, or weaken the source of stress, or to try to manage or control a challenging or troubling situation. Problem-oriented and emotion-oriented. Andler and Parker (1990) considered problem avoidance as the third set of coping strategies. Problem-oriented coping strategies refer to the methods by which an individual examines and calculates the actions he or she takes to reduce or eliminate stress, seeks out more information about the problem, and accordingly takes steps to Solves the problem prioritizes. Conversely, in emotion-oriented coping strategies, the individual is self-centered and makes every effort to reduce his or her unpleasant feelings; Crying, faulty behaviors, mental occupation and daydreaming are some of the emotion-oriented methods. The goal of avoidance coping strategies is to avoid stressful situations, which may appear as turning to and engaging in a new activity or in the form of turning to the community and other people (Shukri, Moradi, Daneshvarpour, and Tarkhan, 1387). people today is the issue of entrance exams and university entrance. Most adolescents and young people consider academic stress as the most important stress in their lives (Zhang, Yan, Shom and Deng, 2020; Gomez, Blanza, Lopez, Menders, Perez, Torrensa, Glago, Mones, Karawaka, 2020; Tan and Yates, 2011). Students' vulnerability in the face of stressful experiences such as stress caused by the entrance exam is different. Given the importance of patterns of response to academic stress, each student to adapt to stressful situations and situations, needs to know the skills that help him cope with the stress of study and entrance exam and competition. Lazarus and Fockelman (1984) make any effort, healthy or unhealthy, to prevent, eliminate, or weaken the source of stress, or to try to manage or control a challenging or troubling situation. Problem-oriented and emotion-oriented. Andler and Parker (1990) considered problem avoidance as the third set of coping strategies. Problem-oriented coping strategies refer to the methods by which an individual examines and calculates the actions he or she takes to reduce or eliminate stress, seeks out more information about the problem, and accordingly takes steps to Solves the problem prioritizes. Conversely, in emotion-oriented coping strategies, the individual is self-centered and makes every effort to reduce his or her unpleasant feelings; Crying, faulty behaviors, mental occupation and daydreaming are some of the emotion-oriented methods. The goal of avoidance coping strategies is to avoid stressful situations, which may appear as turning to and engaging in a new activity or in the form of turning to the community and other people (Shukri, Moradi, Daneshvarpour, and Tarkhan, 1387). The choice of coping behaviors against stressors is based on individual differences and effective training to each student. The three basic types of coping styles are problem-oriented coping style, emotion-coping coping style, and avoidant coping style. Many studies have emphasized the role of coping strategies in the need to study it in stressful academic experiences (Straters et al., 2000; Sarid et al., 2003; Martinez, Mangel & Penalor, 2019; Uxel and Ilmaz, 2019; Yu, 2019). ). The results of Matins et al. (2019) showed that the experience of academic stress was different among students with problem-oriented coping style compared to students with emotion-oriented coping style. The results showed that there is a negative and significant relationship between problem-oriented coping strategies and academic stress and a positive and significant relationship between emotion-oriented coping strategies with academic stress. Also, the results of Shokri et al. (2007) showed that there is a negative relationship between academic stress and problem-oriented coping style, and a positive relationship between academic stress and emotion-oriented and avoidant coping styles. In general, students with high academic stress have shown lower levels of mental health and quality of life by using more inefficient coping mechanisms (Yu, 2019; Putz and Cassidy, 2020).

Among high school students in The choice of coping behaviors against stressors is based on individual differences and effective training to each student. The three basic types of coping styles are problem-oriented coping style, emotion-coping coping style, and avoidant coping style. Many studies have emphasized the role of coping strategies in the need to study it in stressful academic experiences (Straters et al., 2000; Sarid et al., 2003; Martinez, Mangel & Penalor, 2019; Uxel and Ilmaz, 2019; Yu, 2019). ). The results of Matins et al. (2019) showed that the experience of academic stress was different among students with problem-oriented coping style compared to students with emotion-oriented coping style. The results showed that there is a negative and significant relationship between problem-oriented coping strategies and academic stress and a positive and significant relationship between emotion-oriented coping strategies with academic stress. Also, the results of Shokri et al. (2007) showed that there is a negative relationship between academic stress and problem-oriented coping style, and a positive relationship between academic stress and emotion-oriented and avoidant coping styles. In general, students with high academic stress have shown lower levels of mental health and quality of life by using more inefficient coping mechanisms (Yu, 2019; Putz and Cassidy, 2020).Among high school students in Kermanshah, 240 (120 boys and 120 girls), with a short version of the list of coping situations (CISS-SF; Cohen, Jang and Stein, 2006) and life satisfaction scale (MSLSS; Hebner, 1994) responded.

The results showed that the relationship between problem-oriented coping style with satisfaction with academic life was positive and significant and the relationship between emotion-oriented coping style and reactions with satisfaction with academic life was negative and significant.

There is a relationship between coping styles with satisfaction with academic life among final year high school students and those ready to enter the university in the city of Kermanshah.