Abstract
Within the framework of the European Higher Education Area, university students' good practices are considered key indicators of educational quality. In light of the high levels of academic stress reported in this population, the present study aims to examine whether four specific practices-feedback-seeking, cooperative work, time management, and active learning-moderate the relationship between active coping and stress responses. A cross-sectional design was employed with a sample of 1014 university students (M = 20.56; SD = 3.50). Participants completed the Academic Stress Coping Scale (A-CEA), the Academic Stress Response Scale (R-CEA), and the Inventory of Good Practices in University Students (IBPEU). Moderation analyses were conducted using linear regressions with interaction terms, and conditional effects (simple slopes) were estimated at low and high levels of the moderator. Significant moderation effects emerged. Feedback-seeking, cooperative work, and time management strengthened the inverse association between active coping and academic stress, with stronger reductions when these practices were reported at high levels. In contrast, active learning showed a threshold pattern: active coping reduced stress only when this practice was actively implemented, suggesting that its effective implementation may be necessary for coping to be effective. Promoting good practices may enhance the benefits of active coping. Their integration into early psychoeducational programs could bolster students' personal resources and reduce psychological distress in demanding academic settings.