Background: As a global phenomenon, suicide has generated a lot of concern. Scholars from various fields have conducted extensive research on the prevalence, causes, factors, and/or management or possible solutions to suicidal ideation. Despite the research efforts, suicidal cases worldwide still yell for more empirical attention. No doubt that some of the extant literature have specifically evidenced the causal links and factors in suicidal ideation. Yet, none had focused on the moderating roles of coping and resilience in an academic population. We therefore, examined the moderating roles of coping and resilience in the relationship between academic stress and suicidal ideation.Method: We used a cross-sectional design to sample 505 participants (329 males and 176 females) from three southern Nigerian universities. Participants who willingly indicated their participatory consent were administered a paper self-report questionnaire containing the Lakaev Academic Stress Response Scale (LASRS), Scale for Suicidal Ideation (SSI), Brief COPE (B-COPE), and Resilience Scale (RS-14). Hierarchical regression analysis was used to test the hypotheses of the study.Academic stress (r = 0.17; p.001) was found to be positively associated with suicidal ideation, whereas resilience (r = −.22; p.001) was found to be negatively associated with suicidal ideation. Suicidal ideation had no significant correlation with adaptive coping style, but it did have a significant correlation with maladaptive coping (r = .15; p.001). The regression-based PROCESS macro showed that academic stress was a significant predictor of coping [ΔR² = .03, F (1, 502) = 16.18,p = .01]. Academic stress was positively associated with suicidal ideation at low or moderate levels of adaptive coping styles. At high levels of adaptive coping styles, the association between academic stress and suicidal ideation was not significant. However, resilience negatively predicted suicidal ideation [R = .29, (R² = .08), F(1, 499) = 19.94,p = .00] with academic stress showing a positive association with suicidal ideation at low and moderate levels of resilience, but for those with high resilience, academic stress was not associated with suicidal ideation.In sum, suicidal ideation is heightened by increased academic stress, with greater resilience ameliorating the tendency of academic stress resulting in suicidal ideation. Also, adopting maladaptive ways of coping promotes suicidal ideation among students, with resilience and adaptive coping strategies moderating the relationship between academic stress and suicidal ideation. It is therefore recommended that educational administrators, policy makers, lecturers, teachers, and tutors incorporate courses, teachings, and sessions that foster as well as inculcate resilience and efficient coping skills in pupils and students.

This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts. Data and metadata are stored on the Open Science Framework website [https://osf.io/mhg94/].

Suicide, especially among emerging adults, has continued to be a global phenomenon, demanding more in-depth empirical attention. Emerging adulthood is a probable suicidal ideation predisposing period that has received less scholarly attention. We examined the contributions of depression, religiosity, parenting styles, and social support to suicidal ideation among emerging adults. We conveniently sampled 1007 undergraduates comprising 496 (49.2 %) males and 511 (50.8 %) females whose ages ranged from 18 to 30 years with a mean age of 24 years (SD = 2.18). Results of the hierarchical multiple regression analysis showed that while depression significantly predicted suicidal ideation, preoccupation and conviction for religiosity did not; guidance and emotional involvement negatively predicted suicidal ideation. Parenting styles (mother and father) were not significant predictors of suicidal ideation. However, support from family, friends, and significant others negatively predicted suicidal ideation. We adopted the Three-Step Theory (3ST) to explain our findings that illustrate the need for government and educational institutions to make governance and educational curriculum less stressful and depressive such that the complimentary religious knowledge, parental teachings, and support from other family members, friends, and significant others can help improve abilities to achieve important (academic) life goals that promote quality of life and healthy living.

Objective: To examine the moderated mediation association of coping and resilience on academic stress and suicidal ideation. Method: We sample 505 undergraduate volunteers [including 329(65.1%) males and 176(34.9%) females] from three South-Eastern Nigerian Universities. Participants were administered self-report: Lakaev Academic Stress Response Scale (LASRS; Lakaev, 2006), Scale for Suicidal Ideation (SSI; Beck, Kovacs, & Weissman, 1979), Brief COPE (B-COPE; Carver, 1997) and Resilience Scale (RS-14; Wagnild & Young, 1993). Results: Hayes regression-based PROCESS macro showed that academic stress was a significant predictor of coping. Coping did not significantly predict suicidal ideation but moderated the effect of academic stress on suicidal ideation, such that low or moderate coping with academic stress would most likely lead to suicidal ideation. However, resilience negatively predicted suicidal ideation and was positively associated with academic stress. A Sobel test (z = 3.21, p = .004) confirmed that resilience fully mediated the relationship between academic stress and suicidal ideation.Conclusion: Educational administrators and policy makers should incorporate courses and teachings that entail effective coping skills as well as inculcate resilience especially to fresh undergraduates, since resilient students recover from academic stress given that they practice adequate coping strategies; and such students may not likely ideate about suicide

Statistics anxiety is widely recognised as a barrier to student learning, and the Statistics Anxiety Rating Scale (STARS) is its most widely used self-report measure. However, it remains unclear whether the STARS captures a construct distinct from mathematics anxiety or reflects a jangle fallacy. Using a large international sample of undergraduate students (N = 6,885) from 83 universities across 33 countries, we examined the empirical distinctiveness of the STARS relative to the Revised Mathematics Anxiety Rating Scale (R-MARS). Across four criteria, the evidence indicated substantial overlap. First, correlations between the STARS and R-MARS were consistently strong. Second, exploratory and confirmatory factor analyses showed that items clustered primarily by type of educational experience (e.g., tests, help-seeking, interpretation) rather than by domain, with limited and unstable domain-specific factors. Third, both scales demonstrated statistically equivalent associations with 11 theoretically related anxiety and education variables. Fourth, the R-MARS explained negligible incremental variance beyond the STARS across these outcomes. Together, the findings suggest that the STARS and R-MARS largely measure the same underlying construct. Their continued separate use risks redundancy, conceptual fragmentation, and statistical artefacts, underscoring the need for clearer construct definition and more precise measurement tools.