| Summary: | Syftet med vår studie var att undersöka vilken av variablerna self-efficacy,copingstrategier eller deltagarnas kön som bäst förklarar studentersakademiska stress. Vi har även undersökt om det fanns några könsskillnader iself-efficacy och val av copingstrategier. Deltagarna bestod av studenter påÖrebro universitet (n=147) varav 85 var kvinnor och 62 män. Studiensmätinstrument var en enkät som bestod av frågor om akademisk stress, generellself-efficacy samt copingstrategier. Resultatet visade att användandet avemotionsfokuserad coping bäst förklarade studenternas akademiska stress. Detfanns även signifikanta könsskillnader i resultatet som visade att kvinnoranvänder emotions- och undvikande coping i högre utsträckning än män, samtatt kvinnor är mer akademiskt stressade. Däremot fanns inga signifikantakönsskillnader gällande problemfokuserad coping och self-efficacy. Slutligendiskuteras studiens resultat samt förslag på vidare forskning. === The aim with our study was to investigate which of the variables perceivedself-efficacy, coping strategies or the participants gender that bestexplains students’ academic stress. We have also investigated whetherthere were any gender differences in academic stress, perceived selfefficacyor in coping strategies. The participants consist of students atÖrebro University (n=147) of which 85 were women and 62 men. Themeasurement of the study was a questionnaire that consisted of questionsabout academic stress, general self-efficacy and coping strategies. Thefindings showed that emotions-focused coping best explained the students’academic stress. There were also significant gender differences indicatingthat women use emotion-focused coping and avoidant coping to a greaterextent than men, and that women were more academic stressed than men.However, there was no significant gender differences among problemfocusedcoping or perceived self-efficacy. Finally, the results of the studyand suggestion for further research were discussed.
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