Learning satisfaction and coping strategies of university students

Abstract

This study investigated the relationship between coping strategies and satisfaction with learning among university students. A sample of 256 students from three different universities, studying different academic disciplines and at different academic levels, participated in the study. Coping strategies and satisfaction with learning were assessed using standardized measures. Correlation analysis was conducted to examine the relationship between coping strategies and satisfaction with learning. Results indicated that the coping strategies of problem-solving, positive reappraisal, social support seeking, and self-control were positively correlated with learning satisfaction. On the other hand, the coping strategies of escape-avoidance and acceptance of responsibility were negatively correlated with satisfaction with living conditions. The strength of the correlations was moderate. However, it should be noted that coping strategies represent a broad concept that goes beyond academic activities at the university, and a student who successfully copes with difficulties in other areas of life may not be able to do so within the framework of academic study. These findings suggest that coping strategies are an important factor in promoting satisfaction with learning. Implications for optimizing the academic learning process are discussed.