Stress and Academic Performance in Dental Students: The Role of Coping Strategies and Examination‐Related Self‐Efficacy

Academic stress negatively affects students’ performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam‐related self‐efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam‐related self‐efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem‐solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=−0.25, p