Journal of Psychology & Behavioral Science

Stress-Coping Strategies to Reduce Academic Stress among Dental Students
Jung-Hui Lee

Abstract
Academic stress is the primary source of stress among dental students. Previous studies have focused on stress levels, while very few have investigated strategies for managing stress. This study identified stress-coping strategies that effectively reduce academic stress among dental students. We conducted a questionnaire survey with 111 first-year Japanese dental students (78 male students, 33 female students). Multiple regression analysis revealed that the following factors reduced academic stress, in sequence: having an experience of ronin (a college entrance exam repeater), high recognition of strengths, professional identity, and low anxiety (ß=0.465, p=0.000; ß=-0.285, p=0.003; ß=0.256, p=0.009; ß=0.189, p=0.032, respectively). As an educational intervention, students should be encouraged to recognize their own strengths. Instead of focusing on their weaknesses, educators should help them become aware of even their smallest successes. This shall foster a sense of self-efficacy, reduce academic anxiety, and eventually improve students’ academic performance.

Full Text: PDF     DOI: 10.15640/jpbs.v13p1