Predicting Academic Engagement
Academic engagement is a crucial determinant of students’ academic performance and psychological adjustment in higher education. However, the influence of academic stress and coping style on engagement remains underexplored in Nigerian universities. This study examined the predictive roles of academic stress (study despondency, worry about grades, workload, self-expectation, and pressure from study) and coping styles (active problem, active emotional, passive problem, and passive emotional coping) on academic engagement among undergraduate students of the University of Ibadan. A cross-sectional survey design was adopted, and 341 undergraduates participated, comprising 170 males (49.9%) and 171 females (50.1%). Data were collected using validated Educational Stress Scale for Adolescents (ESSA), Stress Coping Style Inventory (SCSI), and Academic Engagement Scale (AES). Multiple regression analyses were performed with the significance level set at 0.05. Results indicated that academic stress jointly predicted 3% of the variance in engagement (R = .19, R² = .03, F(5, 334) = 2.37, p < .05), with worry about grades emerging as the only significant independent predictor (β = .14, t = 2.15, p < .05). Coping styles jointly predicted 18% of the variance in academic engagement (R = .43, R² = .18, F(4, 336) = 18.94, p < .05), with active problem coping independently and positively predicting engagement (β = .36, t = 5.43, p < .05). Findings suggest that while certain dimensions of academic stress negatively affect engagement, students’ use of adaptive coping strategies significantly enhances their involvement, dedication, and absorption in academic tasks. Interventions that reduce academic worry and promote effective coping strategies are recommended to support student engagement and overall academic success.