Academic stress and coping strategies of college freshmen in online education amidst the COVID-19 pandemic
Academic stress and coping strategies
Determining the academic stress and coping mechanisms of the students allows for a broad understanding of how the online learning environment affects the students' present education. As a result, the researchers adjudged that it was important to find out how the students cope with stress in online learning when the COVID-19 pandemic is present. The researchers considered tertiary freshmen as respondents of the study since they were the ones who made a big shift from basic education to higher education. The results indicate that deadlines were a major source of stress for most of the respondents while attending online classes was a moderately stressful experience for most of the respondents. "Acceptance" earned the highest mean score among the facets of coping strategies, which corresponds to "I've been doing this a medium amount". Students can accept the fact that a specific circumstance has occurred, and they've had to acquire ways of coping with it. But despite their acceptance of the COVID-19 scenario, students still have inhibitions because they want to return to the face-to-face education environment in the future. Lastly, as the students experience stress often, the more that they are using many coping strategies at once. In order to cope with the pandemic, one may want to use several of the coping strategies or to alternate in using them.
Copyright (c) 2022 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.