Approaches to studying when preparing for final exams as a function of coping strategies
This study investigated how coping strategies students adopt when preparing for final exams influence their approaches to studying. It was hypothesized that adaptive coping strategies (self help, approach, and accommodation) would be associated with the adoption of deep and strategic approaches to studying, whereas maladaptive coping strategies (avoidance and self punishment) would be associated with the adoption of a surface approach to studying. A sample of 135 undergraduate university students completed the R COPE, the Approaches and Study Skills Inventory for Students (ASSIST) the Evaluation Anxiety Scale (EVAN) and the General Self efficacy Scale (GSES) 2 weeks before final exams. In a multivariate regression model controlling for measurement error, gender, and confounding by general self efficacy and evaluation anxiety, approach coping predicted deep and strategic approaches to studying, self help coping predicted a strategic approach to studying, and avoidance coping predicted a surface approach to studying. The hypotheses were fully supported for approach and avoidance coping, partially supported for self help coping, and disconfirmed for accommodation and self punishment coping. The implications of these findings are outlined.