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The current study investigates perceived stress and coping styles among undergraduate students using a mixed-methods design. The quantitative study data came from a cross-section of 210 undergraduate social work students from two large public universities in the United States, using paper survey questionnaires. Thirty students from the same quantitative study participated in a follow-up qualitative focus group. Our mixed data revealed that most students are stressed, and primary factors related to stress include academic demands, personal and family-related issues, and financial concerns. Students in senior year, and female students, reported higher perceived stress than students in junior year and their male counterparts. Results of hierarchical regression analyses revealed that problem-focused coping was negatively associated with perceived stress. In contrast, avoidant coping and the sum of life events experiences were positively associated with perceived stress. Notably, students who utilized avoidant coping strategies and reported experiencing more significant life events also reported higher perceived stress. Our study results demonstrate the importance of enhancing positive coping strategies among students to cope with the stress and pressure of academic demands. Implications for educators and administrators are discussed.

A mixed-method study of stress and coping strategies among university social work students in the United States