Perceived stress, coping strategies, and emotional intelligence: A cross-sectional study of university students in helping disciplines

Abstract

Background: Post-secondary students in training for helping profession disciplines, including nursing, may be at elevated risk for high stress levels. Stress among students has been linked with adverse physical and psychological health. In addition to the common stressors associated with post-secondary education, sources of stress for students in the helping professions include balancing academic and clinical demands. Previous research indicates perceived stress levels are correlated with emotional intelligence (EI) and with the coping strategies employed by students.

Objectives: The aim of this study was to examine (1) the relationship between EI and perceived stress, and (2) the potential mediating role of coping responses.

Design: A cross-sectional survey design was employed.

Setting: Participants were recruited from a public university in the United States.

Participants: A sample of 203 undergraduate and graduate students majoring in psychology, nursing, and social work was recruited.

Method: Participants were recruited on-campus and through campus online resources and completed an online survey or a paper-and-pencil version of the survey. Descriptive statistics and mediation analyses were used to test the study hypotheses.

Results: Higher EI was associated with lower perceived stress, and this association was partially mediated by both adaptive and maladaptive coping responses. Higher EI was associated with greater use of adaptive coping and lower use of maladaptive coping, and these, in turn, were negatively and positively (respectively) associated with perceived stress.

Conclusion: The findings suggest that interventions aimed at increasing emotional intelligence may help to reduce perceived stress for students in the helping disciplines.

Keywords: Coping; Emotional intelligence; Nurse education; Stress; Student.