Coping Strategies Of Students Research Articles

Investigating the impact of stressors on stress level among the chinese’s students: the moderating role of chinese painting experience

PurposeThis study explored how relational, personal, and environmental factors as stressors affected the stress levels of students while also investigating the moderating effect of experience with Chinese painting on the relationship between stressors and students' stress levels. By examining these dynamics, the research aimed to provide insights into effective coping strategies for students facing academic pressures.Design/Methodology/ApproachA quantitative research methodology was employed, utilizing online and self-administered surveys to collect data from 384 respondents in Shandong Province, China. The data were analyzed using SPSS and Smart PLS.FindingsThe research revealed a positive correlation among stressors, stress levels among students, and Chinese painting experience. The study successfully established the moderating effect within the context of significant results. Theoretical implications, along with identified research gaps in the literature, highlighted a culturally inclusive framework. Findings suggested that engaging in Chinese painting provided mental peace, reduced stress levels, and fostered professional growth among students.Research Practical ImplicationsThe study illuminated the impact of stressors—such as relational, personal, and environmental factors—on students' stress levels. Given the rising prevalence of stressors among students, universities were encouraged to consider implementing Chinese painting classes. Such classes had been shown to alleviate stress and promote physical fitness. Furthermore, integrating Chinese painting therapy practices into student life could enhance overall well-being and academic performance.Originality/ValueThere was a paucity of studies elucidating how stressors contributed to heightened stress levels among students. This study, however, concentrated on examining the relationship between Chinese painting experience and stress levels specifically among Chinese students.

Стресс и стратегии совладания у студенческой молодежи: обзор исследований

<p>Global socio-economic crises, new pandemics, climate disasters, and other large-scale factors create an unfavorable background for humanity, often involving painful processes that lead to significant changes in personality and the social situation of development. Students, as they navigate personal and professional development during their university education, determine their life prospects and societal roles for many years to come. A normative age crisis, combined with everyday and global stresses, can lead to adverse consequences such as high anxiety, depression, post-traumatic stress disorders, other emotional and behavioral problems, and social maladjustment. The issue of coping strategies that help students effectively manage stress becomes increasingly relevant. The review included 75 full-text Russian and English papers, mainly from 2019–2024, sourced from bibliographic databases such as Elibrary, Google Scholar, and PubMed. The analysis included articles where the participants were aged 17–25, primarily students. The analysis of theoretical and empirical studies allowed us to systematize the types of students' stressors and the specifics of coping strategies. It is important to distinguish whether coping is a response to a specific stressor (situational coping) or if its use is related to an individual's personality traits (dispositional coping). Additionally, it is informative to consider socio-demographic characteristics such as the gender of participants, year, and field of education, which help to identify additional factors associated with the use of different coping strategies. The choice of effective or ineffective coping strategies is characterized by different relationships between stress, existing emotional problems (such as anxiety and depression), and mental toughness (adaptive resource). Thus, a scientifically based approach to effective coping strategies for students, with detailed consideration of perceived stress, mental toughness, the level of emotional problems, and demographic factors, can be considered the most relevant theoretical model.</p>

SPECIFICS OF COPING STRATEGIES OF STUDENTS WITH DIFFERENT KINDS OF LOCUS OF CONTROL

Background. The article examines the results of studying coping strategies of students taking into account their subjective locus of control. The introduction includes a detailed description of the concepts of coping behavior and coping strategies, as well as an analysis of the factors influencing the variety of coping strategies. The authors conclude that locus of control, being one of personalized resources of coping behavior, is a promising research area. The scientific novelty of the article is the establishment of connection between the area of locus of control and the level of constructiveness of coping strategies among students. Purpose. The authors advert to this issue in order to determine the influence of locus of control on the level of adaptability of behavioral strategies. Materials and methods. For solving the research tasks, the authors used a complex of theoretical and empirical methods, including the analysis of psychological and pedagogical literature, comparison, systematization, concretizing, summarizing pedagogical experience, questioning, testing, and pedagogical experiment. The instruments of diagnostics included the method of diagnosing locus of control (by E.F. Zeer, G.A. Karpova), method of diagnosing coping mechanisms by E. Heim, adapted by L.I. Vasserman, and the method of diagnosing the level of subjective control (by J. Rotter). Results. The main part of the article describes the results of diagnostics of students’ locus of control. Moreover, the authors reveal the correlation of internal and external locus of control with coping strategies, taking into account their adaptability and areas of mental activity (cognitive, emotional and behavioral). The research consisted of 3 stages: differentiation, correlation and specification, while each stage included different instruments of diagnostics. In conclusion, the authors prove the necessity of developing and introducing a program for increasing the level of general internality of students in the process of formal and informal educational activity.

Perbedaan Strategi Coping Mahasiswa Akhir Dalam Menghadapi Stres Akademik Ditinjau Dari Jenis Kelamin

The demands that occur to students in the final semester are very diverse, demands that can cause students to often experience academic stress such as final assignments in the form of theses or scientific journals that cause unpleasant situations, if this situation is left unchecked it can cause stress in students. The way students reduce stress due to academic demands is called a coping strategy. Coping strategies in students based on gender by involving students and female students. This study aims to determine the differences in coping strategies based on the forms of problem focused coping and emotional focused coping between students and female students in the department of guidance and islamic counseling, faculty of da'wah and communication of UIN North Sumatra. The subjects in this study amounted to 50 people consisting of 25 students and 25 female students. Sampling of subjects in this study using purposive sampling using instruments in the form of questionnaires with problem focused coping and emotional focused coping scales. Data analysis used is comparative analysis using the t test. based on the results of the study showed the results of the hypothesis t = 1.543 with p≥ 0.05, and in EFC showed the results of the hypothesis test t = 0.422 with p≥ 0.05. This means that there are differences in coping strategies in the form of PFC and EFC in students with male gender and with female gender. Students with male gender have coping strategies in the form of PFC that are higher than women while with female gender have coping strategies with higher forms of EFC.

The Role of Student Coping Strategies on Success in the Command Actions Course: A Special Operations Selection Course of the Brazilian Army.

Army Command Action units in Brazil are recognized for their operational effectiveness, operating in hostile scenarios. However, these operations are extremely stressful, requiring specific stress-coping skills. The objective of this study was to identify the profile of stress-coping strategies of military personnel enrolled in the Command Actions Course (CAC) and their relationship with completion of the course. A prospective cohort study was carried out with 87 military personnel from the CAC class of 2022. Data were collected on personal characteristics, coping strategies, and stress levels, among other variables. Specific instruments were used to assess coping (Brief-COPE), stress (DASS-21), social support (MOSS), and sociodemographic variables (own instrument) to evaluate the relationship between coping with stress and course completion. Descriptive analyses were performed (central tendency and dispersion measures), and overall survival analysis was performed using the log-rank test for comparison (P < .05). Cox regression was used for multiple analyses considering a statistical significance of 5%. A total of 31% of the participants completed the course. The profile of graduates is mainly composed of young people with higher education, single status, and White. Certain coping strategies such as Active Coping (hazard ratio (HR) = 1.48; 95% CI, 1.25-1.75) as well as high stress levels (HR = 1.07; 95% CI, 1.02-1.11) were associated with disengagement, while the Humor-based coping strategy reduced the chance of disengagement by 15% (HR = 0.85; 95% CI, 0.74-0.98). This study highlights the importance of investigation using coping strategies in the military context as a useful tool in coping with stress in the CAC.

Analyzing the Background and Problem Statement of Ph.D. Theses Written by Arabs in Selected Malaysian Universities

The background and problem statement to the study is the first part of the research and so, gives the reader a first impression. The background should explain the meaning of the concepts/variables; pay particular attention to the dependent variable; state its importance; and then link or relate it to the independent variables with appropriate references; but proceeding from general to specifics, It is what gives the reader the impression that the researcher has a good understanding of the research topic; and of course, the subject matter. This study aims to perform a genre analysis on the apparent structural linguistics and grammatical patterns of 30 PhD theses’ introductions and problem statements written by Arabic scholars in English, focusing primarily on the language structure and macro-level move analysis of the selected theses. This study used an updated CARS framework (Swales, 1990) for the move analysis which comprises three primary moves as the theoretical frame. There are three stages to this study. Stage 1 entails the data collection which is important to gain entry to the particular settings in the articles. The 30 PhD theses were accessed from various university library databases; their copies were later compiled in computer-readable form. Stage 2 entails the corpus compilation stage where the theses were edited and saved as a raw corpus to manually tag the moves and search the structural linguistics prior to conducting the search process. The final stage entails the genre analysis which consists of the move analysis and structural analysis. The main findings revealed that the problem statements and introductions of the descriptive theses are made up of two mandatory moves (Move 1: Situating the Research and Move 2: Presenting the Research) and three elective moves. Meanwhile, the informative theses comprise three mandatory moves (Move 1: Situating the Research, Move 2: Presenting the Research, and Move 3: Describing the Problem) along with two elective moves. The findings revealed differences between the descriptive and informative theses, whereby more phrasal lexical bundles exist compared to clausal ones. This study hence suggests the development of a viable pedagogical template to be integrated into the syllabus, which would serve as a coping strategy for students in responding to the rigorous demands of academic writing.

Effect of client-centred and reality therapies on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria

This study examined the effects of client-centred and reality therapies on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria. It also attempted to find out the gender difference in the effect of client-centred and reality therapies on the coping strategies of sexually harassed students. We employed a quasi-experimental and pretest-posttest design with a control group. The statistical population comprised all 250 sexually harassed students in tertiary institutions, out of which 20 students were selected using convenience sampling. The students who had been sexually harassed were then randomly assigned to the experimental and control groups. The experimental group subsequently underwent six 60-minute sessions of client-centred and reality therapies, while the control group received placebo treatment on drug abuse. The research tool included sexual harassment battery (SHB). Inferential statistics of analysis of covariance (ANCOVA) was used to analyze the data. Cronbach Alpha coefficient was used to estimate the reliability coefficient of 0.79 for the SHB. The following findings were recorded: (i) client-centred and reality therapies had effectively increased the coping strategies of students, and (ii) there is no significant mean difference between male and female students in the effectiveness of client-centred and reality therapies on coping strategies of students. Based on the findings, the following recommendations were made: school counsellors, psychologists, and lecturers should use both CCT (client-centred therapy) and RT (reality therapy) to help students who have been sexually harassed to manage their condition since the intervention is effective in raising the coping strategies of the students. School counsellors, psychologists, and lecturers should give female and male students equal opportunities during therapy sessions and in the school setting.

Investigating the Impacts of a Modified Mindfulness Practice on Minoritized College Students' Chronic Stress.

Students of color in the United States experience elevated stress across the entire spectrum of education, spanning from early stages of K-12 to the more advanced stages of postgraduate studies. This sustained state of chronic stress decreases learning and curtails opportunities, especially in science, technology, engineering, and math (ST EM) fields, where stress levels are considered exceptionally high. Mindfulness-based practices such as MBSR have a proven effective for stress reduction in college students. However, to date, mindfulness practices have yet to be designed to support the unique needs of minoritized students with intersectional identities (e.g., poor, English as second language learners, and sexual/gender minorities) that are stigmatized in ST EM. This article describes the development of an online, eight-week modified mindfulness practice (MMP) for minoritized students adapted from traditional MBSR. The MMP was purposely designed to be culturally inclusive and anti-racist, with the goal to reduce stress in undergraduate students of color in ST EM. In this pilot study, we assessed the impact of MMP using both biological and perceived stress measures. Specifically, cortisol was measured from donated biospecimen hair samples, the Perceived Stress Scale measured perceived stress, and key informant interviews were conducted to understand student stressors and coping strategies before and after the intervention. While the observed decrease biological and perceived stress before and after the intervention was not statistically significant due to the small sample size of this pilot study, we see a dramatic positive change in student coping strategies. This study highlights the importance of providing minoritized students with options for stress reduction that are relevant and accessible.

Parenting Style, Social Support, Peer Relationship, and Coping Strategies among Students During Online Learning

Covid-19 has significantly impacted the daily lives of all people, so the government needs to take public health measures such as distance and online learning, which makes students adapt to solving problems through coping strategies. This study analyses the influence of parenting style, social support, and peer relationships on students' online learning coping strategies. This study uses an associative quantitative approach. The population in this study were students at the Universitas Negeri Jakarta (UNJ). This study involved 505 students at the Universitas Negeri Jakarta with a voluntary sampling technique. The researcher conducted this study at Universitas Negeri Jakarta from April to June 2023. The researcher analyses the research data using descriptive and inferential statistics, including multiple linear regression tests. The regression test results show that parenting style, social support, and peer relationships can improve student coping strategies. As much as 34.7 percent of adaptability in adjusting or solving student problems can be explained through parenting style, social support, and peer relationships. This research implies that parents and peers contribute significantly to students' coping strategies. Both have their respective roles that can increase or decrease a student's ability to adapt to the problems they face.

POETRY AS A COPING INSTRUMENT AND A TEACHING TOOL

The paper seeks to revive the interest of teachers and learners in poetry reading and writing as a means to teach English at intermediate and advanced levels. The paper demonstrates the results of the authors’ classroom experience during the enforced lockdown of 2020 in integrating poetry into English language class. The paper looks at poetry as a teaching tool and a coping strategy for students facing the negative consequences of the pandemic. First, the authors analyse the COVID-related poetry in English and Russian. They identify the key emotions people had been experiencing during the pandemic by finding key words, symbols and stylistic devices. The inclusion of English and Russian pieces provides certain culture specific interpretations of the new reality. Further, the authors analyze poems written in English by their students and assess the creative activity in terms of a coping strategy. The authors conclude that, provided the students are given examples of various genres, the activity enables them to reconsider their attitude to the pandemic in a constructive way. In more general terms, the authors conclude that the regular inclusion of poetry practices in English language classes can create a healthy and dynamic atmosphere which in turn may contribute to enhancing the teaching efficiency.

Research on Mental Health Problems and Countermeasures of College Students in Chinese Universities

Currently, in China, the psychological problems of college students are prominent and have become the focus of families, schools and even society. Continuous attention to college students' mental health education and psychological problems has become an important part of teaching and educating people in Chinese universities under the new era that cannot be ignored. In this paper, we will analyze and study the causative factors of mental health problems and coping strategies of students in Chinese universities.

Difficulties and Coping Strategies of Final Year Medical Students at College of Medicine and Health Sciences, NU, Oman during COVID 19: A Qualitative Study

Introduction: The emergence of the COVID‐19 pandemic resulted in a sudden change in medical education scene in colleges and universities. These circumstances presented many challenges for higher education faculty and students around the world but especially for medical education programs which were traditionally conducted in a face‐to‐face learning environment. Methods: The final year MD students at College of Medicine and Health Sciences, NU were recruited for the study. This final year students had passed out their prefinal during the pandemic period and had faced trials and tribulations related to the same. After informed consent a total of 65 students participated in the focused group discussions. Results: Sixty-five students participated in the study after giving consent. Six themes emerged from the thematic analysis of transcripts on difficulties the students faced, and five themes emerged on the coping strategies of students. The themes of the difficulties students faced were lack of clinical experience, technical difficulties, problems in the home environment, the phase problem, the assessments and the anxiety and depressive symptoms. Family support, good food, entertainment, books, and moments of relaxation helped the students cope with the problems they faced during the pandemic. Conclusion: The sudden transition to remote learning resulted in several challenges for the medical graduates. Despite these challenges, students demonstrated a remarkable sense of resilience and perseverance which was evident in the way they had coped and moved ahead.

Online Mindfulness to Deal with Stress during COVID-19 pandemic: AMixed Method Study in Indian College Students from Kolkata, West Bengal

Introduction: The COVID-19 pandemic was aggravating the mental stress of vulnerable Indian college students. This mixed-method study aims to explore Mindfulness as astress - relief tool. Method: One hundred and fifty students were randomized to attend online Mindfulness-based intervention (Group M) or usual-care sessions (Group U). Quantitative data in form of perceived stress scores (PSS-10) and qualitative data to understand the student's perspective for stress relief were collected. The quantitative data was subjected to statistical analysis, while thematic analysis was used for the qualitative data.Results:The postprogram PSS-10 improved (p&lt;0.0001) compared to pre-program scores in group M. and post program PSS10 of group M improved (p&lt;0.0001)when compared to group U. The qualitative data brought forward four emergent themes of the student's coping strategies of stress relief. Conclusion: In this current study, the online Mindfulness program had a positive impact on the perceived stress ofIndian college students. Further studies will be required to substantiate the results.

New Resilience for the New Normal: Online Students’ Early Strategies for Course Persistence at the Beginning of the COVID-19 Pandemic

Student attrition is now a global problem in Higher Education with most institutions experiencing high volumes of early exiting students. However, student resilience has yet to be adequately explored, particularly among the increasing online student population, as a possible mechanism to reduce attrition rates. In the present study, online, undergraduate students were asked two qualitative, open-ended questions to elicit their subjective understanding of resilience in the context of their university study. Thematic analysis identified that health-, work-, and relationship-related experiences were the top-three stressful experiences described by students. Academic management, self-care, and positive psychology techniques were the most common student coping strategies. The findings suggest a highly individualized conceptualization of what might predict retention or attrition. Findings are discussed in the context of assisting online, undergraduate students to utilize their resilience to persist in university.

Gender Variations in Coping Strategies for Challenges Faced by University Students

The present study endeavors to cast a glance at gender differences in university&#x0D; students’ coping strategies. For young people, stepping into university represents a&#x0D; time of transformation. Students experience this phase, encounter a wide variety of&#x0D; new challenges, and suffer several psychosocial and mental health problems. To address&#x0D; issues and make an effort to overcome challenges, university students use different&#x0D; strategies for coping. In this study, challenges were identified through open-ended&#x0D; questions, and coping strategies were assessed through a brief COPE inventory (Carver,&#x0D; 1997). A total of 50 undergraduate students were selected from a state university through&#x0D; purposeful sampling. Interesting findings showed that there were considerable gender&#x0D; disparities in terms of coping strategies. Further analysis was done domain-wise by&#x0D; using the mean, standard deviation, and t-test, and strong gender differences emerged&#x0D; in five domains: humor, emotional support, venting, instrumental support, and religion.&#x0D; This study would act as a base to plan interventions in universities for developing&#x0D; adaptive coping strategies in students.

Undergraduate Student’s Stress, Anxiety, Depression and their Coping styles during Covid-19

Introduction: COVID-19 was responsible for widespread disturbance throughout the educational system and was harmful in a variety of ways. In particular with regard to the state of a student’s psychological health. Purpose: This study examines the relationship between psychological distress (depression, anxiety, and stress) and coping strategies among the students of a private university in Bangladesh during the COVID-19 pandemic. Methodology: A cross-sectional web-based survey was conducted from September 2020 to December 2021 on 951 respondents using the DASS-21 and Brief-COPE questionnaires. Results: The majority of students were experiencing mild to extremely severe depression (75.8%), anxiety (88.5%), and stress (79.1%). The level of stress (p&lt;.001), anxiety (p&lt;.001), and depression (p=.23) was significantly higher among the female students compared with male students. This study also highlights the coping strategies of students. However, sex differences were not profound in adopting coping strategies. The results also showed significant correlation between some Brief-COPE measures, such as acceptance and self-blame (r=.708, p&lt;.001); use of informational support and emotional support (r=.599, p&lt;.001). Conclusion: As the prevalence of mental health disorders was found to be higher among private university students, university authorities should seek necessary assistance from mental health professionals to support their students in overcoming psychological distress not only related to the pandemic but also related to their day-to-day life activities.

Coping Strategies of Students in the Online Teaching and Learning of Physical Education

Background: The emergence of Covid-19 pandemic has brought a lot of changes in the educational system of the country. As the new normal of teaching and learning arose, challenges did the same. There are the teachers and students who must adopt certain adjustments to cope up with the implications of online classroom just to acquire knowledge and reach the target learning without freezing the education. Objectives: This study was conducted with the purpose of determining the problems encountered and the coping strategies of the students in the online teaching and learning of Physical Education. Methods: This study is a descriptive quantitative type of research. Participants were 255 randomly selected students of PE 103-Individual and Dual Sports. In collection of data needed, the researchers utilized a survey questionnaire that contained questions about student’s experiences, students coping strategies, and problems encountered by the students in the online teaching teaching and learning of Physical Education. Results: The results shows that most of the students strongly agreed with the instruction and assessment utilized by their PE instructors; in terms of students coping strategies, most of the students shows less interest in performing physical activities during online classes, and also most of the students engaged in listening to calming music to relax; and in terms of the problems that they have encountered, most of the students experienced problem with their online connections, and most of the students disagree that they have poor comprehensions during online classes. Conclusion: It is concluded that within the experiences of students towards instruction, physical education instructors utilized digital platforms in discussing lessons and gave considerable time for the students to finish and submit all the assigned tasks. Students had engaged themselves in listening to calming music that helps them avoid stress during online learning but engaged less in doing an activity such as stretching for their physical health. Most of the students highly encountered difficulties towards internet connection during online individual and dual sports but they still have a high comprehension level.

Depression, anger and coping strategies of students in polish medical faculties

IntroductionStress related to high expectations towards students, a large amount of knowledge necessary to assimilate in a brief period of time, and peer pressure are an important factor in the deterioration of the mental state of medical students. As a consequence, it can lead to burnout and even the development of mental disorders such as depression. Mechanisms of coping with difficulties play an extremely important role in moderating this risk. For this reason, it was of the interest what strategies medical students adopt in the face of everyday stress and how it affects their well-being and functioning.ObjectivesThe objective was to determine how medical studies impact mental health of students and what coping strategies are used by them to mitigate the negative influence of stress associated with high expectations, peer pressure and overwork.MethodsA cross-sectional study was conducted among students of polish medical faculties using an online questionnaire. Risk of depression was assessed using validated BDI inventory, aggression using STAXI inventory and evaluation of coping strategies was conducted with Brief-COPE inventory.ResultsStudy was conducted among 329 participants. The majority of respondents were female (71.4%; n=235) and average age in the whole population equaled 22.46 years (95%CI: 22.1-23.01). There was no statistically significant difference in age between females and males. Average outcome in BDI equaled 13.84 (95%CI: 12.8-14.8) with higher levels among females (13.84 vs. 12 p&lt;0.05). 165 (49.6%) students had a score above threshold for the increased risk of depression while 32 (9.63%) for severe symptoms of it. In case of aggression average outcome of STAXI equaled 24.89 (95%CI: 22.6-27.1). There was a statistically significant correlation between STAXI and BDI (r=0.3; p&lt;0.05). In terms of the coping mechanisms in terms of coping strategies, a clear advantage of approach strategies was observed (65.36% of respondents). In the multiple regression analyses coping strategies did not influence neither STAXI nor BDI outcomes.ConclusionsWhat draws attention are the high level of depression among the surveyed students, where over 50% show results above the cut-off point for an increased risk of a depressive episode. The advantage of approach strategies is also interesting, especially in terms of planning strategies and positive reformulation. Interestingly coping strategies in the analysed population did not constitute a significant protective factor in relation to the severity of the depressive symptoms and agression. Meanwhile, the sense of satisfaction and contentment with the chosen direction was a very good protective factor in terms of the severity of depressive symptoms.Disclosure of InterestNone Declared

Repertoire of coping strategies of students: longitudinal study of diary entries

The article presents the results of a longitudinal study of 148 students’ diaries organized as daily descriptions of the emotional state and behavioral reactions in self-isolation from April 1 to 15 in years 2020–2021 during the COVID-19 pandemic. Theoretical analysis of the concept of coping and the psychological practice of diary entries is carried out. A method of studying coping strategies used by respondents going through a stressful situation is described. Examples of students’ self-descriptions corresponding to certain coping strategies, according to R. Lazarus’ classification, are provided. Based on the results of comparative analysis, significant differences in the coping repertoire in years 2020–2021 are revealed, the frequency of use of the “distancing” strategy increasing and that of the “escape-avoidance” decreasing. It is noted that in general, students’ coping repertoire is characterized by the predominance of non-constructive coping strategies, their percentage being 75 %, and the dominance of the “distancing” strategy among them.

Comparing of the effectiveness of group acceptance and commitment therapy and group cognitive behavioral therapy on emotion regulation, psychological capital and coping strategies of students

Background and Aim: The needs of today's life, human beings with numerous challenges, stress and pressures that require effective coping with them to have socio-psychosocial abilities. This study aimed to compare the effectiveness of acceptance and commitment-based group therapy and cognitive behavioral group therapy on emotional regulation, psychological capitals and and coping strategies of students. Methods: The research method was quasi-experimental with pre, post and follow-up design with control group. To this end, 75 students whom had criteria for entering the research were selected through convenience sampling and using simple random selection to input them into three groups (two experimental proups and one control group- each group 25 members). The workshops were held once a week for 12 sessions of 90 mins. In this research emotion regulation breaf form (Garnefski &amp; Kraaij, 2006), psychological capitals (Luthans &amp; Avolio, 2007) and coping strategies (Folkman &amp; Lazarus, 1988) questionnaires administered among selected samples. Results: The findings confirmed that two interventions were not significantly different on emotion regulation (P=0.440) but acceptance and commitment-based group therapy was significantly more effective than cognitive behavioral group therapy on psychological capitals (P=0.024) and coping strategies (P&lt;0.0001); and this significant difference effectiveness was stable in follow-up stage only on coping strategies (P=0.044), but for emotion regulation (P=0.840) and psychological capitals (P=0.680) no significant difference had found. Conclusion: Based on the findings, it can be concluded that acceptance and commitment therapy and cognitive behavioral group therapy are two useful methods of therapy to help the students.