Gender and country differences in academic motivation, coping strategies, and academic burnout in a sample of Italian and Russian first-year university students

Abstract

BackgroundThe first year of university represents a challenging period that requires students to make significant investments in adaptive resources to face the new academic environment. The present study intends to contribute to the controversial discussion of gender differences in academic motivation, coping strategies, and academic burnout. This cross-sectional study examined above-mentioned constructs among first-year university students in a cross-cultural context. MethodsThe sample consisted of 637 Italian and 496 Russian first-year university students (n = 1133), 40.3% of whom were females. The participants’ ages ranged from 17 to 23 years, with a mean age of 18.75 years (SD = 1.07). To assess academic motivation, coping strategies, and academic burnout, participants responded to the Academic Motivation Scale (AMS), the Coping Inventory for Stressful Situations (CISS), and the Maslach Burnout Inventory–Student Survey (MBI–SS) application. ResultsThe findings reveal gender and country differences in academic motivation, emotion and avoidance oriented coping strategies, and emotional exhaustion and expands previous studies in this educational area. ConclusionGiven the technical nature of the research topic, the target audience for our study is academic career guidance practitioners, who can apply the findings to the design of effective programmes aimed at improving positive academic goals and reducing the tendency to switch academic courses or abandon the university among first-year students.