Table 1.
Sociodemographic characteristics of the sample.
Table 2.
Characteristics of the universities most widely represented in the current sample.
Fig 1.
Support expected during the pandemic: Type and source.
Table 3.
Basic descriptive statistics with the Kolmogorov-Smirnov test of normality and reliability (Cronbach’s α).
Table 4.
Pearson’s correlation coefficients between the strategies of coping with stress.
Fig 2.
Cluster analysis for strategies of coping with stress.
Table 5.
Comparisons of coping strategies between the clusters.
Table 6.
Gender differences in strategies of coping with stress.
Table 7.
One-way analysis of variance of differences in strategies of coping with stress between age groups.
Table 8.
One-factor analysis of variance of differences in strategies of coping with stress depending on place of residence.
Table 9.
Comparison of coping strategy use between full-time and extramural students.
Fig 3.
The coping strategy of active coping (mean) among students in individual program years (F = 5.72, p<0.001, eta = 0.06).
I U–I Undergraduate (n = 142), II U–II Undergraduate (n = 100), III U–III Undergraduate (n = 104), I G–I Graduate (n = 66), II G–II Graduate (n = 70), I-III M–I-III uniform Master’s studies (n = 64), IV-V M–IV-V uniform Master’s studies (n = 31).
Fig 4.
The coping strategy of planning (mean) among students in individual program years (F = 4.87, p<0.001, eta = 0.05).
Fig 5.
The coping strategy of positive reframing (mean) among students in individual program years (F = 2.51a, p = 0.023, eta = 0.01).
* Welch’s correction was applied.
Fig 6.
The coping strategy of behavioral disengagement (mean) among students in individual program years (F = 3.06, p = 0.006, eta = 0.03).
Table 10.
One-factor analysis of variance of differences in coping strategy use depending on the type of support needed.
Fig 7.
Students’ use of religious coping (mean) and sources of expected support during the COVID-19 pandemic (F = 3.99, p = 0.007, η2 = 0.02).
Fig 8.
Students’ substance use (mean) and sources of expected support during the COVID-19 pandemic (F = 4.12a, p = 0.007, η2 = 0.02).
* Welch’s correction was applied.
Fig 9.
Students’ use of self-blame (mean) and sources of expected support during the COVID-19 pandemic (F = 3.14, p = 0.024, η2 = 0.02).