because they represented various components of the transactional model of stress
because they represented various components of the transactional model of stress
(Iglasias, S. Azzara, 2008): a cognitive variable (self-efficacy), a social/affective variable
(social support), and a behavioral variable (coping strategies). Self-efficacy has been associated frequently with stress in students and is defined By Iglasis, as a belief in one’s capability or skill to attain a particular goal or execute a particular behavior. They
proposed that self-efficacy can explain, not only the choice or level at which an activity is pursued, but as well as the likelihood of successful completion of the activity.
The perception of the stress by the students could play significant roles on its seriousness. When stress is perceived negatively or becomes excessive, students experience physical and psychological impairment (Hussien and Hussien2006). Excessive stress among students was found to reduce effectiveness of their study which contributes to bad habits, and results in negative long-term consequences, including absenteeism, poor academic performance, and school dropout. Much research has been conducted on stress
