Academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education

This study aimed to examine the associations between perceived stress, coping, emotion dysregulation, affect and psychosomatic symptoms in higher education. Participants were 183 first-year undergraduates (84% female) that completed Perceived Stress Scale, Brief-COPE, Difficulties Emotion Regulation PANAS, Manifestations of Physical Discomfort Questionnaire. Significant gender differences found stress (both women), coping (emotional vs. humour support strategies for women men, respectively). Process analysis showed dysregulation partially mediated association symptoms. Only positive reframing affect. seems play an important role development negative education students. could encourage institutions promote developmental programs targeting regulation students transition