Self‑Efficacy as a Protective Factor
A recent study examined how coping strategies and self‑efficacy influence the mental wellbeing of students in technical and vocational education and training (TVET) institutions across the country. Researchers surveyed over 1,200 students from 12 TVET colleges, gathering data on stress levels, coping styles, and confidence in handling academic challenges. The research was published in early 2026 and aims to guide educators in supporting student mental health.
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What Counselling in Two Different Countries Taught Me: Hansel Wong on Connection, Curiosity, and CultureThe investigation builds on transactional theory, which suggests that individuals evaluate stressors and then choose coping responses. In the context of TVET, where practical skills and workplace readiness are emphasized, mental wellbeing can be overlooked. The study found that students who reported higher self‑efficacy—belief in their ability to succeed—were more likely to use problem‑focused coping, such as planning and seeking help. These students also reported lower anxiety and higher overall life satisfaction.
Do Coping Strategies Matter?
The data revealed a clear link between self‑efficacy and mental health. Students who felt confident in their technical abilities also reported fewer symptoms of depression and stress. Interviewees noted that confidence helped them tackle difficult projects without feeling overwhelmed. One participant said, „When I know I can fix a machine, I feel less anxious about the exam.” The study suggests that fostering self‑efficacy through mentorship, hands‑on practice, and positive feedback can serve as a buffer against the pressures of vocational training.
The researchers asked whether the type of coping strategy used moderated the relationship between self‑efficacy and wellbeing. Results indicated that problem‑focused coping amplified the benefits of self‑efficacy. In contrast, emotion‑focused coping—such as avoidance or rumination—did not significantly improve mental health outcomes, even for students with high self‑efficacy. These findings imply that encouraging proactive coping behaviors can enhance the protective effect of self‑efficacy.
The study also highlighted gender differences. Female students reported using more emotion‑focused coping, while male students leaned toward problem‑focused strategies. This pattern suggests that tailored interventions might be needed to address distinct coping preferences among student groups.
Implications for TVET Institutions
The research points to practical steps for colleges. First, integrating confidence‑building workshops into the curriculum can strengthen students’ self‑efficacy. Second, training staff to recognize and promote problem‑focused coping can help students manage stress more effectively. Finally, creating peer‑support networks may encourage collaborative problem solving and reduce reliance on emotion‑focused coping.
The authors caution that the study is cross‑sectional, so causality cannot be firmly established. Longitudinal research is needed to confirm whether boosting self‑efficacy and coping skills leads to sustained mental health improvements over time.
What is self‑efficacy? Self‑efficacy is a person’s belief in their ability to perform tasks successfully. In education, it influences motivation, learning strategies, and resilience.
Frequently Asked Questions
How can TVET colleges improve coping skills? Colleges can offer workshops on stress management, provide mentorship programs, and encourage collaborative problem solving to foster proactive coping.
Why is problem‑focused coping more effective than emotion‑focused coping? Problem‑focused coping directly addresses the source of stress, reducing uncertainty and empowering students to take actionable steps, which leads to better mental health outcomes.
