Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis

Learning approaches are factors that contribute to sustainability education. Academic stress negatively affects students’ performances in the context of teaching. This study analyzed how deep and surface could be related coping with academic gender. An online survey was completed by 1012 university students. The relationship between gender, sources learning examined through a multivariate canonical correspondence analysis. Results showed differences stress-coping strategies depending on approach used. In both female male students, handled approach. findings provide implications for professors highlight importance variables such as gender teaching process.