ROLE OF COPING STRATEGIES IN THE RELATIONSHIP BETWEEN STRESS AND ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS

ABSTRACT The study investigated the role of coping strategies in the relationship between stress and academic performance of senior secondary school students. One hundred and sixty-eight (168) senior secondary school students comprising of 122 females and 46 males participated in the study. Their age ranged from 10 to 18 with mean age of 14.63 and S.D of. 1.271. Participants were drawn from public secondary schools in Nkanu West zone of Enugu Educational Zones using multistage sampling techniques (cluster and simple random sampling techniques). Brief-Cope scale (Carver et al., 1989), Academic Stress Scale (Rajendran & Kaliappan, 2020) and Third term. Examination result for 2023/2024 academic session was used for data collections. A correlational design was adopted. Moderated multiple hierarchy linear regression using the Statistical Package for Social Sciences (SPSS) Version 27 software was used for data analysis. The findings indicated that stress at t = -1.144**, Stβ = -4.031**, negatively predicted academic performance among secondary school students, coping strategies (emotion-focused t=-1.098** Stβ=-4.641** and problem-focused t=1.149** Stβ=4.978**) at p< .01 predicted academic performance, emotion-focused coping strategies: t = -1.590**, Stβ = -3.882**, negatively moderated stress to predict academic performance, while problem-focused coping strategies t=5.489**, Stβ=8.256** positively moderated the relationship between stress and academic performance of senior secondary school students. Hence, it is essential for the government to introduce comprehensive guidance and counseling programs in all schools. Such programs would provide students with the necessary tools and techniques to manage their stress levels effectively, ultimately enhancing their academic performance.