Abstract

High caliber courses such as Law require students’ appraisal of the level of academic stress to partake in the program. This appraisal would predict the utility of coping strategies. However, the effect of appraisal on coping strategies would depend on the presence of academic efficacy among these students. There is an internal process that is culled within students, and when this efficacy is accounted for, the relationship between stress level and coping strategies diminishes a significant value. Specifically, problem-focused, emotion-focused and avoidance-focused coping would be yielded as personal beliefs are accounted for. A study of Sophomore Law students at BulSU, employing multiple regression and process analyses infers the mediation of academic efficacy on the relationship of academic stress level appraisal and coping strategies. Implications for educational practice are herein forwarded.

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