Nursing students face academic and clinical demands generating psychological pressure. Coping strategies and perceived self-efficacy are key psychological resources for well-being and academic adjustment. This cross-sectional study examined associations between adaptive/maladaptive coping strategies and perceived self-efficacy among 246 nursing students at the Higher Institute of Nursing Professions and Health Techniques (HINPHT) in Taza City, Morocco. Data were collected using sociodemographic/academic questionnaire, the Brief COPE inventory, and the General Self-Efficacy Scale. Results showed moderate to high perceived self-efficacy (M = 28.04; SD = 6.16). Among adaptive strategies, planning (B = 0.747, p = 0.007), positive reframing (B = 0.529, p = 0.040), and acceptance (B = 1.041, p < 0.001) were positively associated with self-efficacy. Regarding maladaptive strategies, self-distraction unexpectedly showed a positive association with self-efficacy (B = 0.656, p = 0.017), whereas self-blame was negatively associated with self-efficacy (B = −0.808, p < 0.001). Findings highlight the context-dependent role of coping strategies in relation to self-efficacy and support flexible strategies to enhance nursing students’ well-being.
Suiyhi et al. (2026) studied this question.