Stress and Perception of School Satisfaction on a Sample of Slovene Primary School Students


  • Ines Lovenjak Department of Psychology, Faculty of Arts, University of Ljubljana, Slovenia
  • Cirila Peklaj Department of Psychology, Faculty of Arts, University of Ljubljana, Slovenia


students, stress at school, coping self-efficacy, coping strategies, school satisfaction


The aim of our research was to determine the relationships between experiencing stress, coping strategies, coping self-efficacy and primary school students' school satisfaction. We were also interested in the predictive power of these variables on school satisfaction. A total of 512 students from the seventh, eighth and ninth grades participated in this study and the results show that primary school students which are feeling stressed are less satisfied with school. There is a negative correlation between stress and coping self-efficacy and a positive correlation between coping self-efficacy and instrumental-interactive coping strategies. Palliative coping strategies are negatively correlated with coping self-efficacy and school satisfaction, while instrumentalinteractive coping strategies are positively correlated with school satisfaction. Results showed that instrumental-interactive and palliative coping strategies, as well as physical stressors, are very important predictors of school satisfaction. All the results have both theoretical and practical implications for coping with stress in primary school.