Syftet med vår studie var att undersöka vilken av variablerna self-efficacy,copingstrategier eller deltagarnas kön som bäst förklarar studentersakademiska stress. Vi har även undersökt om det fanns några könsskillnader iself-efficacy och val av copingstrategier. Deltagarna bestod av studenter påÖrebro universitet (n=147) varav 85 var kvinnor och 62 män. Studiensmätinstrument var en enkät som bestod av frågor om akademisk stress, generellself-efficacy samt copingstrategier. Resultatet visade att användandet avemotionsfokuserad coping bäst förklarade studenternas akademiska stress. Detfanns även signifikanta könsskillnader i resultatet som visade att kvinnoranvänder emotions- och undvikande coping i högre utsträckning än män, samtatt kvinnor är mer akademiskt stressade. Däremot fanns inga signifikantakönsskillnader gällande problemfokuserad coping och self-efficacy. Slutligendiskuteras studiens resultat samt förslag på vidare forskning. / The aim with our study was to investigate which of the variables perceivedself-efficacy, coping strategies or the participants gender that bestexplains students’ academic stress. We have also investigated whetherthere were any gender differences in academic stress, perceived selfefficacyor in coping strategies. The participants consist of students atÖrebro University (n=147) of which 85 were women and 62 men. Themeasurement of the study was a questionnaire that consisted of questionsabout academic stress, general self-efficacy and coping strategies. Thefindings showed that emotions-focused coping best explained the students’academic stress. There were also significant gender differences indicatingthat women use emotion-focused coping and avoidant coping to a greaterextent than men, and that women were more academic stressed than men.However, there was no significant gender differences among problemfocusedcoping or perceived self-efficacy. Finally, the results of the studyand suggestion for further research were discussed.

Insufficient physical activity is a problem that gets more severe as individuals reach their teens, which affects their physical and mental health negatively.The societal impact of COVID-19 has amounted to many changes in the daily lives of the youth and has possibly affected their physical activity levels. Aim: To examine physical activity levels of Swedish youth (16-19 years) during COVID-19 and compare physical activity levels during and before the outbreak of COVID-19 in Sweden. Method: Upper secondary schools in central Sweden were randomly selected to be asked to participate in a survey study. Seven Day Physical Activity Recall Questionnaire was used to estimate thestudents physical activity and compare it with their physical activity levels before COVID-19 (January 2020). Results: In total, 214 students were includedin the analysis. On average, the respondents were active for 46,39 minutes of weekly moderate- to vigorous physical activity (girls 41,98 min, boys 50,96min). Most of the participants (62,1 %) stated that they were more active before than during the pandemic. Boys were generally more active than girls and physical activity increased from year 1 to year 3. Conclusion: The results indicate that physical activity decreased among the respondents due to COVID-19. This is an aspect which needs to be considered when choosing societal strategies during pandemics. / <p>Betyg i Ladok 210603.</p>

Akademisk stress bland studenter på universitetet har ökat samtidigt som samhällets krav och förväntningar i arbetslivet intensifieras. Ökningen av akademisk stress skapar behovet att införskaffa mer kunskap om vilka studierelaterade faktorer som kan vara bakomliggande och dess innebörd. Syftet med studien var att undersöka vilka faktorer, och dess innebörd, som är bakomliggande till akademisk stress bland lärarstudenter på universitetet. Metoden i studien var en kvalitativ intervjustudie med en tillhörande semistrukturerad intervjuguide där åtta deltagare intervjuades. Därefter utfördes en tematisk innehållsanalys med tillhörande teman och kategorier utefter deltagarnas svar. Resultatet som framkom i studien var att faktorerna otydlighet, osäkerhet, tidsbrist, stöttning, relevans, fritid och motivation är bakomliggande till akademisk stress bland lärarstudenter på universitetet. Slutsatsen av denna studie är att faktorernas innebörd och dess uppkomst visar att det behövs fortsatta undersökningar med olika inriktningar på tre nivåer: organisatorisk nivå, lärarmässig nivå, och studentnivå. / Academic stress among students at the university has increased at the same time as society´s demands and expectations in working life are intensified. The increase in academic stress creates the need to acquire more knowledge about which study-related factors may be underlying and its meaning. The purpose of the study was to investigate which factors, and their meaning, are underlying academic stress among student teachers at the university. The method in the study was a qualitative interview study in which eight participants were interviewed. Subsequently, a thematic content analysis was performed with associated themes and categories according to the participants´answers. The result that emerged in the study was that the factors ambiguity, uncertainty, lack of time, support, relevance, leisure and motivation are underlying the academic stress among teacher students at the university. The conclusion of this study is that the meaning of the factors and their origin show that further research is needed with different orientations at three levels: organizational level, teacher level and student level.

The COVID-19 pandemic has extensively impacted upon society and limited opportunities for social interaction due to government regulations. University students have been required to adapt to a transition from classroom to online based learning, with a subsequent loss of resources and study-specific venues for social interaction. In general, university students are identified as being at increased risk of experiencing mental health issues; social isolation and loneliness incurred as a result of the COVID-19 pandemic can further contribute to students’ vulnerability. The present study explores student attitudes concerning the transition to online studies using the theoretical foundation of Challenge and Threat states, and examines the utility of Written Emotional Disclosure to improve student coping. The study was undertaken with 45 students (23 women, 22 men; aged between 18-35 years) attending Umeå University. Data were collected during the completion of an online based expressive writing intervention. Participants were instructed to write about their experience of the transition to online studies, and reflect upon how they could develop strategies to cope with possible academic difficulties. Participants also reported levels of general anxiety, positive and negative affect, emotional and social loneliness, challenge, threat, worry, and confidence. Data analysis revealed that students’ reporting heightened levels of general anxiety as well as emotional loneliness were more likely to experience the transition as threatening and were more prone to excessive worry. No statistically significant intervention effects were found. Limitations of the present study are discussed and future research is proposed. / COVID-19-pandemin har påverkat samhället i stor utsträckning och de införda restriktionerna har begränsat möjligheterna till social interaktion. Universitetsstudenter har varit tvungna att ställa om till onlinestudier, med förlust av resurser och studiespecifika sociala sammanhang som följd. Universitetsstudenter är en riskgrupp när det kommer till mental ohälsa; social isolering och ensamhet till följd av COVID-19-pandemin kan ytterligare bidra till elevernas sårbarhet. Denna studie har undersökt studenters attityder gentemot övergången till onlinestudier utifrån teorin om Challenge- and Threat states och om Written Emotional Disclosure kan förbättra studenternas coping. Undersökningen genomfördes med 45 studenter (23 kvinnor, 22 män, i åldern 18-35 år) som studerade vid Umeå universitet. Data samlades in genom en onlinebaserad skrivövning. Deltagarna instruerades att skriva om sina erfarenheter av övergången till onlinestudier och reflektera över hur de kunde utveckla strategier för att hantera eventuella svårigheter. Deltagarna rapporterade också nivåer av positiva och negativa affekter, emotionell och social ensamhet, challenge, threat, oro och självförtroende. Analyser visade på att studenter med högre nivåer av ångest och emotionell ensamhet var mer benägna att uppleva övergången till onlinestudier som mer hotfull och oroade sig i högre utsträckning kring densamma. Inga statistiskt signifikanta interventionseffekter hittades. Denna studies begränsningar diskuteras och fokus för framtida forskningsområden föreslås