The Mediating Role of Coping Strategies (Emotion-Focused and Problem-Focused Coping) in the Relationship Between Perceived Stress and Academic Performance Among Secondary School Students
Poor academic performance among Nigerian secondary school students, particularly in highstakes examinations such as the West African Senior School Certificate Examination (WASSCE) and the Joint Admissions and Matriculation Board (JAMB) examinations, remains a major educational concern. While prior research has examined several determinants of academic outcomes, limited attention has been given to the role of stress and coping strategies. This study examined the relationship between perceived stress and academic performance, and investigated whether coping strategies (emotion-focused and problem-focused coping) mediate this relationship among secondary school students. A correlational research design was adopted, involving 168 students (122 females, 46 males) drawn from public secondary schools in Nkanu West Local Government Area of Enugu State. Participants completed the Perceived Stress Scale and the Brief COPE Scale, while academic performance was assessed using thirdterm examination scores from the 2023/2024 academic session. Data were analysed using hierarchical regression and mediation analysis with age and gender controlled. Results indicated that perceived stress did not significantly predict academic performance, nor did it significantly predict emotion-focused or problem-focused coping strategies. Furthermore, neither coping strategy significantly predicted academic performance, and mediation effects were not supported. These findings suggest that the relationship between stress and academic performance may be more complex than initially assumed and may involve other psychological or contextual factors. The study underscores the need for future research to explore alternative mediators and moderators, such as resilience and social support, and highlights the importance of socially driven learning environments in shaping academic outcomes.