Journal of Women Interdisciplinary Researches

Abstract Academic stress, as one of the main factors affecting students’ mental health, can influence their choice of coping strategies. The present study aimed to examine the relationship between academic stress and problem-focused coping strategies with the mediating role of dysfunctional attitudes among students of Fatemieh (S) Institute of Higher Education in Shiraz. This research employed a descriptive-correlational design and was fundamental in purpose. The statistical population consisted of 350 female master’s students, of whom 175 were selected through convenience sampling based on Morgan’s table. The research instruments included the Academic Stress Questionnaire (Zajacova et al., 2005), the Dysfunctional Attitudes Scale (Weissman & Beck, 1978), and the Coping Inventory for Stressful Situations – short form (Endler & Parker, 1990; CISS-21). Data were analyzed using SPSS and AMOS software through path analysis. The results indicated a positive and significant relationship between academic stress and problem-focused coping (β = 0.681, p < 0.001). Moreover, academic stress had a direct and significant effect on dysfunctional attitudes (β = 0.692, p < 0.001); however, the effect of dysfunctional attitudes on problem-focused coping was not significant (β = 0.049, p = 0.516). Therefore, the mediating role of dysfunctional attitudes in this relationship was rejected. The findings suggest that academic stress directly increases the use of problem-focused coping strategies. These results emphasize the need to focus on direct interventions for managing academic stress. It is recommended that educational programs be implemented in universities to strengthen students’ problem-focused coping strategies.