Academic Stress and Coping Strategies Among University Students in Abuja, FCT

This study examines the prevalence of academic stress and the coping strategies adopted by undergraduate students at federal universities in Abuja, Federal Capital Territory. Academic stress is a pervasive challenge in Nigerian higher education, driven by factors such as examination pressure, financial difficulties, inadequate learning infrastructure, and the competitive nature of graduate employment. The study adopts a descriptive survey design, engaging 380 undergraduate students from two federal institutions through stratified random sampling. The Academic Stress Scale and the Brief COPE inventory were employed as data collection instruments. Data were analysed using descriptive statistics, Pearson correlation, and analysis of variance. Results indicate that examination anxiety, academic workload, and financial constraints are the most prevalent stress sources among participants. Problem-focused coping strategies, including time management and seeking academic support, were found to be positively associated with academic performance, while avoidance-based coping was linked to lower grades and higher dropout intentions. Year of study significantly moderated stress levels, with 200-level students reporting the highest stress scores. These findings align with transactional stress and coping theory, which emphasises the interplay between perceived demands and available resources. University counselling centres in the FCT are urged to expand psychological support services and integrate stress management into freshman orientation programmes. Academic departments should review workload distribution to prevent burnout among students in early years of study. Keywords: academic stress, coping strategies, undergraduate students, Abuja, higher education.