Relationship between Academic Stress, Coping and Engagement Strategies among Adolescents

Authors

DOI:

https://doi.org/10.48112/aessr.v3i3.546

Abstract

Abstract Views: 511

The purpose of this study was to investigate the relationship between adolescent students' academic stress, coping, and engagement strategies. In order to look at how these characteristics interact; the study narrowed its attention to a particular group. In this cross-sectional study, 200 students were selected based on convenient sampling technique to evaluate gender-based disparities. Questionnaires, consent forms, and demographic sheets were used to gather data. The present study found a correlation between coping and engagement strategies, furthermore a significant relationship between coping and academic stress was also found. The gender based disparities were also found, particularly in several areas of student involvement. These findings illustrate the significant relationship between coping strategies and academic stress, emphasizing the need of stress management for encouraging involvement in academic endeavours for both male and female students. The study's findings explain the role of academic stress on coping and engagement strategies, enabling students to enhance productivity in their academic careers. However, limited generalizability due to a small sample size should be considered. The study's conclusions can help institutions to promote a supportive academic atmosphere by easing student burdens and encouraging the appropriate use of coping mechanisms.

Keywords:

Academic stress, Adolescents, Coping mechanisms, Coping strategies

References

Adasi, G. S., Amponsah, K. D., Mohammed, S. M., Yeboah, R., & Mintah, P. C. (2020). Gender differences in stressors and coping strategies among teacher education students at University of Ghana. Journal of Education and Learning, 9(2), 123-133.

Asim, M., Chambers, C., González, R. O., Morote, E. S., & Walter, R. J. (2015). A study about the academic integrity of second-year aviation students in US higher education. Journal of College and Character, 16(3), 169-179. https://doi.org/10.1080/2194587X.2015.1057153

Böke, B. N., Mills, D. J., Mettler, J., & Heath, N. L. (2019). Stress and coping patterns of university students. Journal of College Student Development, 60(1), 85-103. https://doi.org/10.1353/csd.2019.0005

Casuso-Holgado, M. J., Moreno-Morales, N., Labajos-Manzanares, M. T., & Montero-Bancalero, F. J. (2019). The association between perceived health symptoms and academic stress in Spanish higher education students. European Journal of Education and Psychology, 12(2), 109-123. https://doi.org/10.30552/ejep.v12i2.277

Chandra, Y. (2021). Online education during COVID-19: perception of academic stress and emotional intelligence coping strategies among college students. Asian Education and Development Studies, 10(2), 229-238. https://doi.org/10.1108/AEDS-05-2020-0097

Doğan, U. (2014). Validity and Reliability of Student Engagement Scale (Öğrenci Bağlılık Ölçeğinin Geçerlik ve Güvenirliği. Bartın University Journal of Faculty of Education, 3(2), 390-403. https://doi.org/10.14686/BUEFAD.201428190

França, F. D. P., & Dias, T. L. (2021). Validity and reliability of the perceptions of academic stress scale. Psicologia: teoria e prática, 23(1). https://doi.org/10.5935/1980-6906/ePTPPA13041

Gustems-Carnicer, J., Calderón, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3), 375-390. https://doi.org/10.1080/02619768.2019.1576629

Huan, V. S., Yeo, L. S., Ang, R. P., & Chong, W. H. (2006). The influence of dispositional optimism and gender on adolescents' perception of academic stress. Adolescence, 41(163), 533-547.

Lan, H. T. Q., Long, N. T., & Hanh, N. V. (2020). Validation of Depression, Anxiety and Stress Scales (DASS-21): Immediate Psychological Responses of Students in the E-Learning Environment. International Journal of Higher Education, 9(5), 125-133.

McCarthy, B., Trace, A., O’Donovan, M., Brady-Nevin, C., Murphy, M., O'Shea, M., & O'Regan, P. (2018). Nursing and midwifery students' stress and coping during their undergraduate education programmes: An integrative review. Nurse education today, 61, 197-209. https://doi.org/10.1016/j.nedt.2017.11.029

Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112. https://doi.org/10.1080/02673843.2019.1596823

Phillips, S. C., Halder, D. P., & Hasib, W. (2020). Academic stress among tertiary level students: A categorical analysis of academic stress scale in the context of Bangladesh. Asian Journal of Advanced Research and Reports, 8(4), 1-16.

Raufelder, D., Kittler, F., Braun, S. R., Lätsch, A., Wilkinson, R. P., & Hoferichter, F. (2014). The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International, 35(4), 405-420. https://doi.org/10.1177/0143034313498953

Reddy, K. J., Menon, K. R., & Thattil, A. (2018). Academic stress and its sources among university students. Biomedical and Pharmacology Journal, 11(1), 531-537. https://dx.doi.org/10.13005/bpj/1404

Rubach, C., von Keyserlingk, L., Simpkins, S. D., & Eccles, J. S. (2022, February). Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Stress, Academic Satisfaction, and Mental Health Impairment. In Frontiers in Education (Vol. 7, p. 820321). Frontiers. https://doi.org/10.3389/feduc.2022.820321

Vizoso, C., Rodríguez, C., & Arias-Gundín, O. (2018). Coping, academic engagement and performance in university students. Higher Education Research & Development, 37(7), 1515-1529. https://doi.org/10.1080/07294360.2018.1504006

Walke, S. C., Chandrasekaran, V., & Mayya, S. S. (2018). Caregiver burden among caregivers of mentally ill individuals and their coping mechanisms. Journal of Neurosciences in Rural Practice, 9(02), 180-185. https://doi.org/10.4103/jnrp.jnrp_312_17

Wong, W. H., & Chapman, E. (2022). Students’ non-cognitive profiles and their relationships with academic stress and persistence in higher education. Journal of College Student Retention: Research, Theory & Practice, 15210251211069322. https://doi.org/10.1177/15210251211069322

Yumba, W. (2008). Academic stress: A case of the undergraduate students. Sweden: Institutionen för beteendevetenskap och lärande (Dissertation).

Published

2023-06-30

How to Cite

Manzoor, Z., & Ahmed, A. (2023). Relationship between Academic Stress, Coping and Engagement Strategies among Adolescents. Academy of Education and Social Sciences Review, 3(3), 255–263. https://doi.org/10.48112/aessr.v3i3.546

Issue

Section

Articles