Gender Roles and University Adjustment among Undergraduate Students: Coping as Mediators

Abstract

Background. Some undergraduates face problems in academic adjustment thus are unable to continue their studies.  By using the theory of gender schema and the transactional model of stress and coping, this study aims to explore the relationships among gender roles, coping strategies and academic adjustment, and to examine whether coping strategy is a mediator for the effects of gender roles on academic adjustment.

Method. The descriptive predictive survey method was used in this study. Altogether 196 undergraduate participants were selected through the purposive sampling method. They were asked to fill in a questionnaire consisting of three measurements: Academic Adjustment Scale, Bem Sex Role Inventory, and Brief COPE.

Results. The findings of the study showed that different gender roles are associated with different coping strategies and academic adjustment, and that different coping strategies are associated with academic adjustment differently. In addition, positive thinking is a statistical mediator for the effects of femininity on academic adjustment while avoidance is a statistical mediator for the effects of masculinity on academic adjustment.

Conclusion. The findings indicate the importance of considering gender roles in the transactional model of stress and coping, besides creating awareness among undergraduates about the importance of using different coping strategies corresponding to their gender roles while facing problems in academic adjustment.