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Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Psychol. | doi: 10.3389/fpsyg.2019.01689

The role of Anxiety, Coping Strategies and Emotional Intelligence on General Perceived Self-Efficacy in University Students

  • 1Departamento de Psicología Evolutiva y de la Educación. Universidad de Granada. Granada, Departamento de Psicología Evolutiva y de la Educación, Universidad de Málaga, Spain
  • 2University of Granada, Spain

The main objective of the present research is to analyze the relationship of levels of self-efficacy and anxiety, coping strategies and emotional intelligence in Spanish university students. This study has a cross-sectional design. The global sample was composed of 258 university students recruited from three academic areas. Descriptive, bivariate and multivariate regression analyses were performed. Significant bivariate analysis showed a significant inverse correlation between self-efficacy and state anxiety (r= -0.340) and trait anxiety (r= -0.466). In addition, a direct correlation was found between self-efficacy and the coping strategies of problem solving (r= 0.312), emotional expression (r= 0.133), cognitive restructuring (r= 0.195), social withdrawal (r= 0.103) and coping with a situation (r= 0.303), as well as with the emotional intelligence dimensions of emotional clarity (r= 0.397) and repair mood (r= 0.347). Multivariate regression analysis showed that trait anxiety, problem solving, emotional expression, social withdrawal and emotional clarity were significantly related to the dependent variable, predicting the 39% of total variance on levels of general perceived self-efficacy. In conclusion, this paper contributes to a better understanding of the related factors to general perceived self-efficacy in undergraduate students.

Keywords: coping strategies, academic performance, Emotional Intelligence, self-efficacy, university students

Received: 01 Feb 2019; Accepted: 04 Jul 2019.

Edited by:

Margaret M. Hopkins, University of Toledo, United States

Reviewed by:

Melissa C. Davis, Edith Cowan University, Australia
Eleonora Concina, University of Padova, Italy
Ivan Herrera-Peco, Faculty of Health Sciences and Sports, Alfonso X El Sabio University, Spain  

Copyright: © 2019 Morales and Pérez-Mármol. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Francisco M. Morales, Departamento de Psicología Evolutiva y de la Educación, Universidad de Málaga, Departamento de Psicología Evolutiva y de la Educación. Universidad de Granada. Granada, Málaga, Spain, framorrod@uma.es