Development of social problem-solving ability and coping strategies and gender differences in students of the Social Education Degree

Abstract

Given the importance bestowed to these competencies by the academic and professional context, this study explores the development of social problem-solving ability and stress coping strategies at university by social education students. Likewise, gender differences in both abilities have been analyzed due to the role they may have in academic development and in the professional future. The sample was made up of 421 students from the four academic years of the Degree in Social Education at the University of the Basque Country (UPV/EHU). The results show little variability both in the adaptive use of social problem-solving ability and in the implementation of functional strategies to cope with stressful situations throughout the degree. Regarding gender, the results have been grouped as differentiated profiles of men and women, reflecting the impact that gender continues to have in the academic field. In general, these results suggest the need to reflect on the methodologies implemented and the values transmitted in the university area, to guarantee the evolution of these essential competencies and work from a gender perspective to promote the adequate professionalization of future social educators.