Coping and adaptation skills in high-pressure university environments.

Abstract

Entering university has been a transitional stage for young people, characterized by academic, social, and personal demands. In demanding fields such as Dentistry, students have faced theoretical, practical, and clinical workloads that increase stress, affecting adaptation and emotional well-being. However, resilience has also been identified as a protective component that modulates the response to these adversities. Therefore, this study analyzed the personal elements of resilience in university students, as well as its influence on emotional well-being and academic performance, based on a review and synthesis of scientific evidence. The results indicated that resilience was positively associated with psychological well-being, self-efficacy, academic motivation, and social support. Students with greater resilience showed better adaptation to the academic workload, less anxiety, and greater retention in their programs. Nevertheless, cultural differences were evident, highlighting the central role of family support and emotional self-management. It was concluded that university resilience has positively influenced students' academic adjustment and emotional well-being. Therefore, it has been suggested that this competency be strengthened from the time students enter the university, as it optimizes retention, reduces anxiety, and promotes academic performance, especially among first-semester dentistry students. To achieve this, programs should be developed to enhance the implementation of educational interventions focused on emotional intelligence and social support.