跨越学生轨迹的学业压力、焦虑和制度支持：罗马尼亚高等教育的探索性描述性研究

This study examined self-reported academic stress, anxiety-related difficulties, coping strategies, and perceived institutional support among 1494 students enrolled in ten Romanian university centers. Four research questions addressed academic barriers and their demographic and structural correlates, the association between stress and academic functioning, coping strategies, and the role of family, peer, and institutional support. The percentage of students reporting high or very high stress differed markedly across year-of-study groups in this cross-sectional sample, from 28.1% among first-ye