Effectiveness of stress coping strategies in university students studying and working simultaneously, 2026

Technical Summary: Effectiveness of Stress Coping Strategies in University Students Studying and Working Simultaneously (2026)

Problem Statement
The research addresses the growing challenge faced by university students who simultaneously manage academic and professional responsibilities. This dual burden often leads to significant stress, characterized by physical, mental, and emotional tension that exceeds an individual's coping capacity. The study identifies that this overload frequently results in neglected time organization, insufficient rest, and a subsequent decline in academic performance and general well-being. Specifically, the research problem focuses on quantifying the effectiveness of stress coping strategies among this population in Lima, Peru, within the context of Sustainable Development Goal 3 (Good Health and Well-being). The study posits that without effective management mechanisms, the coexistence of work and study demands increases vulnerability to anxiety, depression, and emotional exhaustion, thereby threatening psychological stability and academic success.

Methodology
This study is a basic research project employing a qualitative approach with a documentary methodology. It utilizes a non-experimental design with a descriptive scope.

• Data Source: The analysis is based on a systematic review of indexed scientific studies published between 2015 and 2025.
• Databases: Literature was sourced from Scopus, Web of Science (WoS), and ERIC.
• Inclusion Criteria: Studies must address stress management methods, involve populations studying and working simultaneously, be published in scientific journals, and present results on the effectiveness of strategies. The geographic scope includes research from the Americas, Europe, and Asia.
• Exclusion Criteria: Documents with incomplete information, insufficient methodological foundations, or lacking relevant data for the research topic were excluded.
• Instrument: Data collection involved a systematization matrix (documentary record form) to organize authorship, year, methodology, findings, and conclusions.
• Analysis: Content analysis was used to compare and interpret data, identifying similarities and differences in coping methods.
• Ethical Framework: The study adhered to the UCV Code of Ethics in Research (Resolution No. 0659–2024) and UN guidelines (2015), focusing on the line of Integral Human Health.

Key Contributions and Findings
The study synthesized evidence from 15 scientific studies to address three specific objectives:

1. Relationship Between Stress and Academic Performance:
   The analysis confirms a strong negative correlation between academic stress and academic performance. High stress levels were found to impair cognitive functions essential for learning, including concentration, memory retention, and information processing. Consequently, students experiencing high stress demonstrated lower GPAs, increased learning difficulties, and a higher risk of school dropout. The findings indicate that stress deteriorates performance by affecting behavioral, emotional, and cognitive levels, creating a cycle where poor performance can further exacerbate stress.

2. Identification of Coping Strategies:
   The review identified several fundamental strategies employed by students to manage stress. The most frequently cited and effective strategies include:

   • Active Coping: Directly addressing the stressor.
   • Time Management and Planning: Organizing tasks and dosing workload.
   • Emotional Regulation: Managing emotional responses through self-regulation.
   • Problem-Solving: Logical analysis and resolution of specific issues.
   • Positive Reframing (Reappraisal): Viewing situations in a positive or constructive light.
   • Seeking Social Support: Leveraging networks of friends, family, colleagues, and institutional guidance.
   • Academic Self-Efficacy: Strengthening the belief in one's ability to fulfill duties.

3. Efficacy of Strategies:
   The study concludes that the implementation of these specific strategies is effective in reducing stress levels, anxiety, and emotional exhaustion. Students who utilized these adaptive mechanisms demonstrated better adaptation to the university environment, improved ability to balance work and study demands, and optimized academic performance. The research highlights that while stress is inevitable, its negative impact can be moderated through the active use of these coping tactics.

Significance and Claims
The paper claims that its primary significance lies in providing empirical evidence to support the restructuring of career guidance and psychological support services within educational institutions. By identifying that traditional wellness programs may be insufficient for the specific needs of working students, the study argues for a shift toward developing adaptive coping skills.

The authors assert that the findings support the "transactional model of stress," emphasizing that stress is not merely an external event but a result of the cognitive evaluation of one's resources against demands. Therefore, reinforcing strategies focused on problem-solving and emotional management is essential for student well-being.

The study positions itself as a contribution to SDG 3, suggesting that effective coping mechanisms not only improve academic outcomes but also enhance the productivity of students as future workers. It calls for a culture of prevention where mental health is recognized as a foundation for human development, urging institutions and companies to adopt policies that support students managing dual responsibilities. The authors maintain that their findings align with existing scientific literature, reinforcing the consensus that adaptive coping strategies are critical resources for promoting psychological well-being and academic success in this demographic.