Stress Management Among University Students in Security and Defence Fields

Abstract

The aim of the paper is to explore the sources of stress among university students and to examine their coping strategies for managing stress. Particular attention is given to identifying which coping mechanisms are most frequently employed and how they relate to students’ educational and professional contexts. A quantitative research design was adopted, employing the standardized Brief COPE inventory. The research instrument consisted of 28 closed-ended items measured on a Likert scale and two open-ended qualitative questions. Data collection took place in 2024. The sample included 221 students enrolled at the Faculty of Military Leadership and Faculty of Military Technology, University of Defence in the Czech Republic. Specifically, it comprised 178 military students from the Management and Employment of the Armed Forces program, 26 civilian students from the Security and Defence program, and 17 civilian students from the Technology for Defence and Security program. Findings suggest that students perceive academic demands (e.g., school workload and exams), family-related issues, romantic relationships and breakups, public speaking, unexpected events, time pressure, health concerns, social situations, financial problems, and major life changes as their most significant sources of stress. Analysis of the Brief COPE responses revealed that the most commonly used coping strategies include active coping, humor, planning, acceptance, and positive reframing. In contrast, the least frequently used strategies were religious coping, substance use, behavioral disengagement, denial, and venting. Qualitative responses to open-ended questions highlighted the role of physical activity and sports, social interaction, engagement in hobbies and leisure activities, a rational and problem-solving approach, as well as rest and relaxation as additional strategies for stress management. Overall, problem-focused coping strategies emerged as the most dominant among all categories (problem-focused, emotion-focused, and avoidant strategies). Differences in coping preferences between military and civilian students are discussed in detail, reflecting on the influence of military training and context. Finally, the paper proposes steps to integrate stress management education into university curricula, particularly for students preparing for careers as military commanders or crisis managers, where resilience and effective stress coping are essential competencies.