The transition of students from high school level to the college level is inherently stressful for students. It could cause psychological, academic and social shock to them. From this perspective, this research was aimed to investigate the level of stress among the College of Education (CoE) students in Eritrea Institute of Technology. Descriptive research was undertaken to assess the students’ level of stress. A randomly drawn participants (N = 123) completed a self-developed questionnaire assessing their levels of stress on five domains (physiological, social, psychological, academic, and environmental). The results revealed that there was a moderate level of stress among the students. Out of the five domains, academic and environmental stressors were found contributing most to the students’ level of stress. Besides, the students’ levels of stress were found to have no statistically significant associations with their gender and grade point average. The study may theoretically contribute to the body of scientific knowledge on mental health studies. Practically, the study may also guide college communities to take concrete steps towards the improvement of the learning environment and subsequently mitigating the adverse impact of stress on students’ wellbeing and learning outcomes.

Stress that can arise from various academic and environmental aspects is very common among college students. Uncontrollable stress lowers academic, social, environmental, psychological and physical adjustment. In this research, the level of academic and environmental stress among College of Education (CoE) in EIT was intensively discovered. It was explored in relation to the students' cumulative GPA and gender. The major academic and environmental factors that contribute to more stress among the college students was of a great interest in the study. Moreover, investigating the stress management strategies practiced by the college students was among the main concerns. To obtain a reliable data, a total of 107 students of 2 nd , 3 rd , and 4 th year of the College of Education were randomly and conveniently selected to fill the self-developed questionnaire and in the focus group discussion. The data were analysed with the help of descriptive and inferential statistical techniques. The data computation process was assisted by a Software Package for Social Sciences (SPSS). The study findings reveal that majority of the College of Education students experience a moderate level of academic and environmental stress. Gender and Cumulative GPA of the students were also found not to have statistically significant difference. However, CGPA was merely found to have a slight statistically significant relationship with the level of environmental stress. Majority of the students expressed as they practice various positive stress management strategies. The study is expected to contribute a lot in assessing the level of stress and identifying the most stressful academic and environmental factors.

The study was intended to investigate the stress coping strategies among College of Education (CoE) students in Eritrea Institute of Technology, Mainichi. To investigate the students’ stress coping strategies, descriptive research was carried out among a total of 123 students participants who were randomly drawn from the CoE took part in the study. A self-developed College Students Coping Strategies Scale which entails 15 items has been utilized.  The results of the study presented that the students were found to use more positive stress coping strategies than the negative ones. An independent-sample t-test result indicated there is no statistically significant relationship between gender and both positive and negative stress coping strategies. The study is expected to have an impact on broadening the horizon of knowledge and understanding of stress coping strategies practiced by the college of education students. The study will support the college students to identify the positive and negative coping strategies, thereby stick to the healthy ones.

Among many factors, individual difference variables are believed to be critical aspects of students' psychological adjustment. The present study was, therefore, conducted in this context to determine the relationships between self-efficacy, self-esteem and psychological adjustment variables of depression and life satisfaction. The participants of the study were international university students (N = 328) studying in three Chinese universities in Hubei Province, Wuhan. To obtain the data, self-report questionnaires were distributed among the participants measuring their levels of self-efficacy, self-esteem, life satisfaction and depression. Hierarchical multiple regression analyses were performed to explore the relationship between the study variables while controlling the demographics. The regression output showed that both self-efficacy and self-esteem were positively related to life satisfaction and negatively related to depression. The study further conducted mediation analyses with the help of regression PROCESS macro. The mediation results indicated that self-esteem and life satisfaction showed full parallel mediating effects on the relationship between self-efficacy and depression. Self-esteem also mediated the self-efficacy-depression relationship. Exploring the relationships between the study variables may enrich the scientific understanding of acculturative psychological outcomes in the context of individual difference variables. Findings may also provide direction for host university communities in nurturing the self-esteem and self-efficacy of their fellow international students to better deal with their psychological adjustment difficulties. 235Open Journal of Social Sciences tempted to figure out factors that facilitate positive acculturative outcome of the students. Among the factors, cultural and emotional intelligence, coping strategies, personality, spiritual and social support, self-efficacy and self-esteem were found to contribute positively to the psychological adjustment of the students [13] [18].1.1. Literature Review 1.1.1. Psychological Adjustment According to Searle and Ward [19], cross-cultural adjustment can be meaningfully conceptualized in two distinct yet intertwined domains: psychological (emotional/affective) and sociocultural (behavioral). Psychological adjustment refers to the overall psychological, emotional and affective state of wellbeing and life satisfaction. Psychological adjustment includes a range of changes related to: beliefs, perceptions, values, ideologies, and attitudes while behavioral adjustment includes: dressing, eating, talking, social interaction patterns, and language skills that the acculturative person depicts during the process of acculturation [20].On the other hand, sociocultural adjustment was conceptualized as how an acculturating individual learns and develops multicultural competencies necessary for effective functioning and living in the host environment [20]. The two forms of adaption do not, however, function independently. Instead, they are closel...