Abstract

Abstract We constructed a conceptual framework of the dimensions of coping. Two content-related dimensions, namely, direct-action coping and situational adequacy of the coping strategy employed, and two context-related dimensions, namely, coping repertoire and flexibility were included. We tested hypotheses on (a) the interrelationships among these dimensions, and (b) their socio-demographic predictors (i.e., age, gender, and educational status). 216 students reported on their coping behaviors in the face of student stresses. Our hypotheses concerning the interrelationships among the dimensions were strongly supported, suggesting that coping behavior is a multidimensional construct. As hypothesized, male respondents with higher education levels were more likely to use direct-action coping. Socio-demographic predictors explained only a small amount of the variance of each of the other coping dimensions.