GASPRO International Journal of Eminent Scholars

This study examines stress and coping strategies as predictors of academic performance among female students in four tertiary institutions in Akwa Ibom State, Nigeria. The research employed a correlational research design to assess the relationship between stress levels, coping strategies, and academic outcomes. A total sample size of 394 students was drawn through stratified random sampling from the University of Uyo, Akwa Ibom State University, College of Education Afaha Nsit, and Akwa Ibom State Polytechnic, Ikot Osurua. Standardized questionnaires measuring stress (PSS-10), coping strategies (COPE Inventory), and academic performance (CGPA) were administered to participants. The descriptive statistics revealed moderate stress levels across institutions, with problem-focused coping strategies being the most frequently used (60%). Pearson correlation analysis showed a significant negative correlation (r = -0.42, p < 0.05) between stress levels and academic performance, confirming that higher stress impairs academic outcomes. The multiple regression analysis identified problem-focused coping as a positive predictor of academic performance (p-value 0.001), while emotion-focused coping had a negative impact (p-value 0.02). Furthermore, a two-way ANOVA revealed a significant interaction effect between stress levels and coping strategies on academic performance (p-value 0.03). These findings indicate that students who use adaptive coping mechanisms—especially problem-focused strategies—can mitigate the negative effects of stress on academic achievement. Based on the findings of the study, recommendations are made that stress management workshops and counseling programs should be enhanced to help students adopt more effective coping techniques. Effective interventions that foster emotional regulation and encourage positive coping strategies should be adopted for improving academic outcomes among female Students. Educational institutions should also promote a supportive academic environment to reduce stress. Institutions should implement support systems that promote adaptive coping techniques, particularly for female students, to enhance their well-being and academic outcomes. Future research should explore gender differences in coping strategies and investigate how stress management interventions impact long-term academic outcomes.

Keywords: Stress Levels, Coping Strategies, Predictors, Academic Performance, Female Students, Educational Institutions, Akwa Ibom State