The university years represent a formative period in students' personal and professional development, shaping their life trajectory and societal position for years to come. However, this stage is often accompanied by a normative age-related crisis, exacerbated by both everyday and global stressors, which can contribute to adverse psychological outcomes. Heightened anxiety, depression, post-traumatic stress disorder, emotional and behavioral dysregulation, and social maladaptation are among the most prevalent risks. These challenges underscore the critical importance of investigating stress-coping mechanisms that enable students to navigate and mitigate stress effectively.

A theoretical analysis of existing research has facilitated the systematization of student-specific stressors and the nuanced dynamics of coping strategies. The predominant approach in stress-coping studies involves the examination of coping strategies —fluid cognitive and behavioral responses to external and internal demands that individuals perceive as significant or exceeding their resources (Folkman S., Lazarus R. S., 1985). A crucial aspect of this discourse is the distinction between adaptive and maladaptive coping strategies, as their selection can either alleviate or exacerbate stress-related consequences.

Moreover, coping strategies can be conceptualized through the dual lens of dispositional and situational coping, which reflects the interplay between stable psychological tendencies and context-dependent adaptive responses (Böke B. N. et al., 2019; Lew B. et al., 2019; Konaszewski K. et al., 2021; Zhdanov R. I. et al., 2020; Klementyeva M. V., Ivanova V. I., 2023). The most comprehensive theoretical models advocate for a scientifically informed approach for cultivating effective student coping strategies, taking into account perceived stress, mental toughness, emotional vulnerability, and demographic determinants. However, the vast and multidimensional nature of existing research—replete with theoretical inconsistencies—poses challenges in designing targeted interventions to mitigate the prevalence and severity of emotional and behavioral dysfunctions among students (Rosmarin D. H. et al., 2013; Enikolopov S. N. et al., 2020; Bhat B. A. et al., 2020; Fauzi M. F. et al., 2021; Kulikova T. I., 2022; etc.).

A significant limitation of many studies in this field is the relatively small sample size, along with challenges related to sample control and the selection of diagnostic methodologies. Further complications arise when comparing results across studies, as researchers employ varying classifications of coping strategies and measurement scales. Discrepancies in findings may arise from an insufficient consideration of stressors specific to young people and a lack of differentiation between situational and dispositional coping mechanisms. Consequently, future research in coping psychology should aim to address these methodological constraints, replicate identified patterns, and expand the scope of examined factors.

The conducted review underscores the necessity of empirical research into coping strategies among young people, particularly in relation to their potential associations with anxiety, depression, and demographic factors. Socio-demographic characteristics—including age, gender, educational format — should be carefully considered, as they contribute to a more precise understanding of variables influencing the adoption of specific coping strategies. The objective of this study was to analyze socio-demographic factors as potential determinants of variations in coping strategies, emotional difficulties, and mental toughness.

In the initial phase of the project, psychological data were collected from 922 university students aged 18–29 via online self-report questionnaires assessing perceived stress, mental toughness, anxiety, depression, and coping strategies. The instruments used included the Perceived Stress Scale-10 (PSS-10), Mental Toughness Questionnaire-10 (MTQ-10), Hospital Anxiety and Depression Scale (HADS), and the Brief Coping Orientation to Problems Experienced (COPE) Scale. Data processing involved the creation of a database, followed by rigorous cleaning procedures using specific algorithms to eliminate responses from participants who provided unreliable data or fell outside statistical norms. The final study sample comprised 670 students. A preliminary statistical analysis was conducted, incorporating descriptive statistics and distribution assessments. To identify group differences in perceived stress, anxiety, depression, mental toughness, and coping strategies, Student’s t-test was applied to comparisons based on age, gender, and educational format.

The statistical analysis revealed that perceived stress and mental toughness levels followed a normal distribution, whereas anxiety and depression indicators were skewed toward lower values. These trends align with normative samples. The kurtosis value (1.95) indicates a predominance of average and near-average mental toughness levels among males. A normal distribution was observed for coping strategies such as "mental disengagement," "active coping," "socio-emotional support," "positive coping," and "acceptance." The values for "turning to religion" and "substance use" were skewed toward low levels, reflecting the limited use of these strategies within the student sample. Significant differences were identified between males and females. Females had higher average values for mental toughness (t = -3.66, p < 0.001) and coping strategies such as "socio-emotional support" (t = -4.68, p < 0.001), "turning to religion" (t = -3.31, p < 0.001), and "substance use" (t = -2.34, p = 0.02) compared to males. Significant differences in perceived stress levels were found between senior and junior students (t = 3.84, p < 0.001), with junior students exhibiting significantly higher perceived helplessness levels (t = 3.69, p < 0.001) and lower perceived self-efficacy (t = 3.01, p = 0.002). When comparing undergraduate students with those in other forms of education (specialist, master's, and doctoral students), in addition to differences in perceived stress levels, significant differences in coping strategies were identified. Undergraduates had higher mean scores for "mental disengagement" (t = 3.39, p < 0.001) and "turning to religion" (t = -2.06, p = 0.040). Specialists were significantly older than undergraduates (t = 3.19, p = 0.002). Master's and doctoral students were significantly older than specialists (t = 8.79, p < 0.001). Thus, all three groups significantly differed in age, and the observed differences may also be related to age effects. The conducted analysis showed the importance of socio-demographic factors for students' choice of coping. The study is supported by RSF project №24-28-01512.

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