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Current scientific evidence shows different stances on the determination of the gender differences in academic stress and performanceamong university students. The aims of this study are: a) explore gender differences in academic stress, academic stressors and coping strategies among university students; b) assess the relationship between academic stress and academic performance. The participants were 162 university students of the Degree in Primary Education, mean age 23.7 (DE=5.68). The outcomes were assessed using SISCO inventory for academic stress. The academic achievement was determined by the student’s grade. The main findings were: 1) 96.1% and 88.2% of the female and male students respectively had academic stress; 2) “Teachers evaluation” and “the kind of the academic task” were the marked stressors significantly higher in females, (p=0.008, p=0.005; respectively); 3) Stress coping strategies compared between male and female revealed significant differences in particular the “ventilation and confidences” (p=0.001); 4) There was no correlation between stress level and academic performance.

Diferencias de estrés y afrontamiento del mismo según el género y cómo afecta al rendimiento académico en estudiantes universitarios