Coping, academic engagement and performance in university students

The aim of this study is to evaluate the relationships between coping (i.e., adaptive or maladaptive), academic engagement dimensions (i.e., vigor, dedication and absorption) and academic performance, as well as the mediating role of academic engagement dimensions in the relationship between coping and academic performance. Data were collected from a sample of 808 undergraduate students at a Spanish university. Participants completed the Coping Strategies Inventory for the measurement of coping strategies and the Utrecht Work Engagement Student Scale for the measurement of academic engagement. Academic performance was evaluated by the grade point average. Results showed that adaptive coping, academic engagement dimensions and academic performance were positively related. Maladaptive coping was negatively related to performance, but there were no significant correlations between maladaptive coping and any academic engagement dimension. Mediation analysis showed that engagement dimensions mediated the relationship between adaptive coping and performance. Adaptive coping increased academic vigor, dedication and absorption and these dimensions improved performance in turn. In conclusion, this study provides evidence of the way in which academic engagement mediates between adaptive coping and performance. The theoretical interpretation of the results and the potential applications for intervention are discussed.