Somatization and number of diseases are interrelated variables, whose association with stress-coping strategies, according to sex, has not been investigated. Therefore, the aim of this study was to investigate such association in a sample of the Mexican general population. The general population was invited to answer an electronic questionnaire via the social networks—e-mail, WhatsApp and Facebook—by the research team. A sample of 1008 adults was obtained, of which 62.2% were women, in whom we detected higher levels of negative psychological variables, somatization and number of diseases and lower levels of sleep quality. Positive moderate correlations were found between depresion, anxiety and stress with somatization, on one hand, and with the number of diseases, on the other, and negative moderate correlations were found between sleep quality and the two dependent variables. As for the coping strategies, self-blame, behavioral disengagement, denial, self-distraction and substance use were positively correlated with somatization. Of these, self-blame, substance use, and self-distraction also showed a positive correlation with number of diseases in both sexes. Negative correlations were detected for active coping and the two dependent variables in men and for religion and planning with somatization in women. In conclusion, the coping strategies showed significant correlations with somatization and number of diseases in both sexes.

The factorial reduction of Brief COPE has not been successfully replicated by independent studies, and few have been performed in Spanish-speaking populations; therefore, the objective of this study was to perform a factorial reduction of the instrument in a large sample of the Mexican population and perform a convergent and divergent validity of the factors obtained. We distributed a questionnaire via social networks with sociodemographic and psychological variables, including the Brief COPE and the scales of the CPSS, GAD-7, and CES-D to measure stress, anxiety, and depression. A total of 1283 persons were included, most of whom (64.8%) were women and had a bachelor’s degree (55.2%). After performing the exploratory factorial analysis, we did not find a model with an adequate fit and a reduced number of factors; therefore, we decided to reduce the number of items according to the most representative ones of adaptive, maladaptive, and emotional coping strategies. The resulting model with three factors showed good fit parameters and good internal consistency of the factors. In addition, the nature and naming of the factors were confirmed by convergent and divergent validity, with significant negative correlations between factor 1 (active/adaptive) and stress, depression, and anxiety, significant positive correlations between factor 2 (avoidant/maladaptive) and these three variables, and no significant correlation between factor 3 (emotional/neutral) and stress or depression. This shortened version of the brief COPE (Mini-COPE) is a good option to evaluate adaptive and maladaptive coping strategies in Spanish-speaking populations.

Emotional intelligence has been associated with adaptive coping in the adolescent and young population; however, the association of specific dimensions of emotional intelligence with each coping strategy has not been associated in general nor by each sex separately. Therefore, the aim of the study was to determine such an association. The general population was invited to perform an electronic questionnaire via social networks. A sample of 984 individuals were included, from which 62.1% were women, in whom we detected higher levels of emotional attention, and lower levels of emotional clarity and emotional repair, as well as increased levels of stress, depression and anxiety than men. In the bivariate correlations we observed significant positive correlations between emotional attention with stress, depression and anxiety, and significant negative correlations between emotional clarity and emotional repair with the three negative psychological variables, in both sexes. Adaptive coping strategies (mainly active coping and planning) showed positive correlations with emotional attention, emotional clarity and repair, being higher for emotional clarity and repair in both sexes. In addition, these two subscales also showed low negative correlations between some maladaptive strategies in both sexes, which suggests that interventions addressed to increase these emotional abilities could be useful in increasing adaptive coping.

Academic stress arises from students facing academic demands and is linked to various academic and psychological factors. However, research has yet to explore its potential correlations with somatization, overall health issues, studying strategies, academic procrastination, academic performance, and intelligence scores. The objective of this study was to determine the potential correlations between such variables with academic stress in a sample of health sciences university students. University students of different bachelor’s programs were invited to participate; they fulfilled an electronic questionnaire with personal and psychological variables, including academic stress, and performed an intelligence test, which measures verbal and non-verbal intelligence. Finally, their academic achievement was measured with the grade point average (GPA). A total of 437 students were included, of which 296 (67.7%) were women, with a mean age of 20.36 ± 2.61 years old. Academic stress was higher in women than in men and showed moderate positive correlations with anxiety, depression, and somatization and a low positive correlation with the sum of diseases. It also showed a low negative correlation with sleep quality. In addition, academic stress correlated negatively with self-motivation, emotion perception, and emotion management as well as with active coping, positive relations with others, and the studying strategies (self-regulation, effort regulation, critical thinking, and time and study environment). We also observed a low positive correlation between academic stress and academic procrastination, which was higher in women than in men. No correlations were found with GPA or intelligence scores. In conclusion, academic stress was positively correlated with somatization, depression, anxiety, the sum of diseases, and academic procrastination; it was negatively correlated with emotional intelligence (mainly self-motivation), active coping, and specific studying strategies.

El objetivo del presente estudio fue conocer los factores individuales asociados al riesgo y protección ante el suicidio en adolescentes de una preparatoria de la Universidad de Guadalajara, México; desde la visión de estudiantes, profesores y terapeutas. Mediante un análisis cualitativo de la información obtenida a través de los grupos focales, se encontró que los principales factores de riesgo son la depresión, el manejo inadecuado de emociones y la carencia de un sentido de vida; mientras que los factores que protegen del riesgo suicida son, la capacidad de resolución de problemas, el optimismo y la autoestima. Los hallazgos se discuten desde el soporte de la literatura especializada, así mismo se realizan recomendaciones e implicaciones prácticas.

To date, there are no sufficient studies aimed to determine a correlation between personal, academic, and psychological variables with academic achievement, measured with the grade point average (GPA) and intelligence in university students according to each sex. To determine the correlation between studying strategies, personal and psychological factors with GPA and intelligence in a sample of health sciences university students. Health Sciences university students, were invited to participate, those who accepted were cited in a computer room where they signed an informed consent and filled an electronic questionnaire with sociodemographic, behavioral, psychological variables and studying strategies (from the MLSQ instrument) afterwards they performed a verbal and non-verbal intelligence test (Shipley-2). A total of 439 students were included, from which 297 (67.7%) were women. The mean of age was 20.34 ± 2.61 years old. We found that no differences in GPA where observed between sexes. We detected a higher correlation between combined intelligence and GPA in women than in men. In addition, most studying strategies showed a higher correlation with GPA than intelligence scores in men´s sample. All these findings coincide with the fact that preparatory GPA was the most correlated variable with university GPA in both sexes. Finally, women showed higher levels of the sum of diseases, somatization, anxiety, depression and academic stress than men, and all these variables showed low significant correlations with the combined intelligence score only in women´s sample. Verbal and non-verbal intelligence scores show a lower association to GPA in men than in women, while studying strategies showed a higher association with GPA in men than in women.