Academic Coping Research Articles

How Creativity Influenced by the Network Efficiency of a Student’s Ego Network Affect Academic Performance Through Academic Coping Strategies?

The purpose of this study is to investigate the dual mediation role of creativity and academic coping in network efficiency and academic performance, using Folkman and Lazarus’s transactional model of stress. Data were obtained from 39 students taking business administration at a Korean university. Social network analysis was performed to check the ego network of students. The double mediation model was applied to analyze the path from network efficiency to academic performance. The results showed that network efficiency, in relation to the structural hole in social network parameters, was double mediated by creativity and academic coping, which had a positive effect on academic performance. However, the effect of double mediation through avoidance was insignificant. Based on the research results, the theoretical and practical implications for the dual mediation effect of creativity and academic coping were presented.

Exploring Taiwanese university students’ self-regulatory processes, perceived stress, and academic coping

Exploring Taiwanese university students’ self-regulatory processes, perceived stress, and academic coping

Social support, mental health, academic coping, and perceptions of teaching quality during COVID-19: A cross-lagged panel model of university students in Israel.

Although social support is strongly related to college students' mental health in the context of COVID-19, little is known about the academic mechanisms that explain and influence this relationship. This knowledge gap limits our ability to create effective interventions. Our current study extends the previous research by using longitudinal data from 2020 to 2021 and leveraging a unique panel dataset from over 1,500 university students in Israel. By using a cross-lagged panel model, we examine how the relationship between social support and mental health is partially explained by academic coping, as well as how these relationships differ across perceived teaching quality. We find that academic coping partially explains the relationship between social support and depression for students who perceived higher-quality instruction but not for students who perceived lower-quality instruction. Moreover, these relationships are not apparent for anxiety, suggesting that anxiety may relate to out-of-school considerations like pandemic-related health concerns and hardships. We close with implications for policy and practice.

Direct and Indirect Effects of Academic Stress, Coping Strategies, Academic Self-Motivation, on Adaptation among University Students

The objective of the research is to develop a structural model that illustrates the direct and indirect causal effects between academic stress, academic coping strategies, academic motivation, and academic adaptation among university students. Additionally, the study aims to identify gender differences in the four research variables. The study was conducted on a sample of 191 students, consisting of 100 males and 91 females, selected from the College of Education at King Khalid University. The participants had an average age of 19.82 years with a standard deviation of 1.013.
 Four scales were administered to the participants: 
 The Academic Stress Scale, Academic Coping Strategies Scale, Academic Motivation Scale, and Academic Adaptation Scale. The research findings indicated that the empirical data supported the validity of the proposed structural model, which represents the direct and indirect relationships and effects between academic stress, coping strategies, academic motivation, and academic adaptation. The results also revealed that students were more likely to use problem-focused coping strategies, while females were more likely to use emotion-focused coping strategies. Furthermore, male students showed higher levels of academic self-motivation and academic adaptation compared to female students.

The impact of mental health promotion on coping mechanism among Grade 11 physical sciences learners in Nkandla Circuit

This study examined the impact of mental health promotion on coping mechanisms among grade 11 Physical sciences learners. A poor coping mechanism is associated with poor mental health and poor academic performance due to inadequate mental health resources and services. Participants selected using a purposive sampling technique from the accessible population, 08 physical sciences educators and 109 Grade 11 learners from eight targeted schools in the Nkandla Circuit of the Empangeni district made up the sample. The study used a mixed approach and a triangulation research design. The questionnaires and interviews were used to collect data. Quantitative data collected were analyzed using SPSS version 27 and thematic analysis was used for interviews. The findings revealed that Physical sciences learners with mental health issues underperform because their coping mechanisms are compromised by inadequate mental health resources and services. The findings of this study are diagnostic, and they assist the Department of Education in improving learner support provided by school social workers in schools. Most participants indicated that school social workers visit the school less frequently, making it difficult to monitor the coping mechanisms of learners with mental health issues. Since most schools lack school social workers, the Department of Basic Education should assign more school social workers to assist learners with mental health issues. Further study is required to determine more academic coping mechanisms used by learners who have mental health issues under the supervision of school social workers. This suggests that if the inadequate supply of mental health support services and medical care were addressed seriously, the high proportion of poor coping mechanisms among grade 11 physical sciences learners with mental health would decrease.

Parental Support and Adolescents’ Coping with Academic Stressors: A Longitudinal Study of Parents’ Influence Beyond Academic Pressure and Achievement

Adolescents face many academic pressures that require good coping skills, but coping skills can also depend on social resources, such as parental support and fewer negative interactions. The aim of this study was to determine if parental support and parental negative interactions concurrently and longitudinally relate to adolescents’ ways of academic coping, above and beyond the impact of three types of academic stress, students’ achievement at school (i.e., grades in school), and age. Survey data were collected from 839 Australian students in grades 5 to 10 (Mage = 12.2, SD = 1.72; 50% girls). Students completed measures of support and negative interactions with parents; academic stress from workload, external pressure (teachers/parents) to achieve, and intrapsychic pressure for high achievement; and ways of academic coping that were grouped into two positive and two negative types. Hypothesized associations were tested concurrently and from one year to the next using path modeling. Beyond the numerous significant influences of academic stress and achievement on coping, and control for age and COVID-19 timing, adolescents with more parental support reported more use of engagement coping (e.g., strategizing) and comfort-seeking, whereas those who reported more negative interactions with parents reported more use of disengagement coping (e.g., concealment) and escape. In the longitudinal model, parental support predicted an increase in engagement and comfort-seeking and a decrease in disengagement coping, whereas negative interaction with parents predicted an increase in disengagement coping. Overall, the findings support the view that coping with academic stressors will continue to depend on parent-adolescent relationships even into the teen years.

Control/value appraisals and achievement emotions in primary school children in Hong Kong: The mediating role of academic coping

The transition to primary school is stressful for children in Hong Kong, with students showing high rates of anxiety and depressive symptoms. To further understand this transition, the current study: 1) examined the utility of Pekrun’s (2006) theory of achievement emotions for young children with limited control conceptions; 2) tested the theory in high and low competence subject areas; and 3) tested a mediational model predicting changes in children’s achievement emotions over time from control/value appraisals and academic coping strategies. 242 children (age 5 to 6) from 11 schools in Hong Kong participated. At each of two time points (the third and last months of the school year), children were interviewed individually about their control/value appraisals, academic achievement emotions, and academic coping strategies. Control and value appraisals were positively associated with academic enjoyment and negatively associated with boredom and anxiety. The control by value interaction for academic anxiety was in the expected direction and marginally significant (p =.06). Results were stronger for the low competence areas, and the mediational model was significant for girls only.

Exploring the Relationship Between Parent Mental Health and Children’s Academic Coping

Exploring the Relationship Between Parent Mental Health and Children’s Academic Coping

Dynamics of parenting and children’s coping: Bidirectional effects between parent motivational support and children’s academic coping during late childhood and early adolescence

The present study examined the interconnections between parental motivational support and children’s academic coping as a bidirectional system, with each social partner shaping changes in the other, using a two-wave sample of 1,020 students in grades three through six, aged 8–13, measured at the beginning and end of one school year in a school district in the northeastern United States. Using a motivational model of academic coping that specified both core ways of coping and a set of interpersonal motivational resources that parents can offer their children, cross-lagged panel path models examined whether initial levels of parent support (a combination of involvement, structure, and autonomy support) predicted changes in both children’s total coping profile and their individual adaptive and maladaptive ways of coping, while simultaneously investigating whether children’s coping profile and individual ways predicted changes in parenting. Results for children’s total coping profile and individual adaptive ways supported hypotheses about reciprocal effects, whereas findings for individual maladaptive ways of coping were more differentiated: Parenting predicted changes in coping for all maladaptive ways except rumination, but only concealment, self-pity, and projection predicted changes in parenting. Results did not differ by grade or gender. Potential avenues for future research, limitations, and implications for parenting practice were discussed.

The role of coping in processes of resilience: The sample case of academic coping during late childhood and early adolescence.

Developmentalists have increasingly concluded that systems approaches to resilience provide a useful higher-order home for the study of the development of coping. Building on previous work on the complementarity of resilience and coping, this paper had two goals: (1) to propose a set of strategies for examining the role of coping in processes of resilience, and (2) to test their utility in the academic domain, using poor relationships with the teacher as a risk factor, and classroom engagement as an outcome. This study examined whether coping serves as a: (1) promotive factor, supporting positive development at any level of risk; (2) pathway through which risk contributes to development; (3) protective factor that mitigates the effects of risk; (4) reciprocal process generating risk; (5) mechanism through which other promotive factors operate; (6) mechanism through which other protective factors operate; and (7) participant with other supports that shows cumulative or compensatory effects. Analyses showed that academic coping at this age was primarily a mediator of risk and support, and a promotive factor that added to engagement for students with multiple combinations of risk and support. Implications are discussed, along with next steps in exploring the role of coping in processes of resilience.

청소년의 학업스트레스 대처전략의 잠재프로파일에 따른 자기결정성동기, 수업참여와 이탈, 주관적 안녕감의 차이

This study was conducted to examine how adaptive and maladaptive academic coping strategies are combined and how different combinations are associated with predictors and outcomes, respectively. A latent profile analysis was applied to the data of 611 adolescents, with five types of regulation on the self-determination continuum as predictors and (dis)engagement and well-being as outcomes. The results were as follows. First, five distinct profiles of coping strategies were identified: low, adaptive, high-adaptive, average, and high-maladaptive profiles. Second, the more students were autonomously motivated, the more they were likely to belong to the adaptive, high-adaptive profiles. In contrast, the lower quality motivation they reported, the less they were likely to belong to the two profiles characterized by high level of adaptive coping strategies. Finally, there were significant differences in (dis)engagement and well-being between the five profiles. The high-adaptive, adaptive, high-maladaptive, average and low profiles were shown to be high on engagement in a descending order. Both low and high-maladaptive profiles displayed the highest disengagement, whereas both adaptive and high-adaptive profiles displayed the lowest disengagement. The adaptive and high-adaptive profiles were higher in well-being than the other three profiles. These findings provide a full understanding of coping strategies adolescents use in the face of academic difficulties and suggest practical implications on targeted interventions to facilitate their reliance on adaptive coping strategies.

Online Learning Stress and Chinese College Students’ Academic Coping during COVID-19: The Role of Academic Hope and Academic Self-Efficacy

Colleges around the world have adopted emergency online learning to continue with teaching and learning activities during COVID-19. Existing research has indicated that this teaching mode is perceived negatively by many college students. The difficulty students encounter in emergency online learning can adversely affect their mental health and academic performance. To shed further light on how emergency online learning may have impeded college students’ academic functioning and adjustment, this study examined the association between online learning stress and academic coping and the mediating roles of academic self-efficacy and academic hope. It was conducted in early 2021, a year after the outbreak of the pandemic. Ninety-nine Chinese college students in Hong Kong were recruited and they completed an online questionnaire for this study. Results showed that online learning stress was negatively associated with approach academic coping and social support seeking, and the associations were mediated by academic hope. On the other hand, online learning stress was positively associated with avoidance academic coping, which was not mediated by academic hope. The mediation effects of academic self-efficacy were all non-significant. In sum, college students used more passive and maladaptive coping to handle academic problems when they experienced more online learning stress, and this was partly explained by lower levels of academic hope.

Using a cognitive framework with nurses to manage stress.

Nursing can be a stressful occupation with many nurses struggling to cope with stress on a day-to-day basis. Considerable evidence suggests that positive coping strategies can be an effective part of stress management education programs. This article describes the theoretical rationale for a cognitive framework for stress management that was developed as part of a well-being educational program for cancer nurses. This framework included an associated mnemonic (www.pst) to assist in the recall and utilization of positive coping strategies. The stress management framework was intended to increase nurses' perceptions of personal control which is central to stress management. The academic coping literature is complex, jargon laden and often conceptually abstract, and may not easily be understood by a nonacademic audience. The cognitive framework described here is an evidence-based, user-friendly tool that could be used and evaluated by counsellors, educators, and researchers in different settings.

Coping, school adjustment and academic achievement in early adolescence

ABSTRACT Objective School activities are demanding for adolescents and activate strategies to manage them, promoting specific behaviours and outcomes in the academic environment. Drawing from the motivational theory of coping, coping included multiple adaptive strategies that are relevant to understand educational outcomes. This study is focused to examine the relation between adaptive coping, school adjustment and academic achievement in the adolescent. Method Participants were 1376 adolescents (mean age = 12.89; SD = 1.00; 51.38% girls) from Colombia, South America. They were surveyed using questionnaires and school grades were collected, in a cross-sectional design. The mediational model was tested using latent-variable structural equation modelling. Results Coping was significantly related to school adjustment, school adjustment was related to academic achievement, and the indirect effect of coping on academic achievement through school adjustment was significant. The direct effect of coping on academic achievement was not significant. Coping-adjustment-achievement path model is verified, without obtaining support for adjustment as an independent variable. Conclusions The findings suggest that students’ academic coping plays a role in better academic achievement by enhancing positive school adjustment.

The relationship between academic psychological capital and academic coping stress among university students

Antecedents: University students confront academic stress in pursuing their academic goals, which may negatively affect their mental wellbeing. Consequently, it is relevant that students develop coping stress strategies to face students' daily stress in their academic life. Previous organisational research has proposed that the positive core construct of psychological capital (PsyCap) positively relates to effective coping strategies. This positive core construct has been identified in academic settings, and it has been called Academic PsyCap. However, the relationship between Academic PsyCap and Coping academic stress has not been deeply studied.

Examining Academic Self-Efficacy and Perceived Social Support as Predictors for Coping With Stress in Peruvian University Students

This study determines if academic self-efficacy and perceived social support are predictors for coping with stress in Peruvian university students. A cross-sectional research study of the predictive design was employed. The study participants included 455 Peruvian university students. The global academic self-efficacy questionnaire, perceived social support survey, and academic stress coping scale were employed for the analysis. Further, the collected data were analyzed using correlation coefficients and multiple linear regression models. The study results revealed a statistically significant relationship between coping with stress, academic self-efficacy, and perceived social support. Linear regression analyses reported a satisfactory fit for the model (F-test = 76.938, p < 0.001) wherein academic self-efficacy (β = 0.292, p < 0.05) and perceived social support (β = 0.360, p < 0.01) are variables that significantly predict stress-coping means used by the study participants (adjusted R2 = 0.25). Hence, it is evident that academic self-efficacy and perceived social support are predictors for coping with stress in Peruvian university students.

SELECTED NURSING STUDENTS’ ACADEMIC STRESS: COPING AND ACHIEVEMENT STRATEGIES AMIDST COVID-19

Online classes are proven to be challenging for students during the COVID-19 pandemic. The researchers determined the nursing student's academic stress: coping and achievement strategies amidst COVID-19 at Wesleyan University, Philippines during the Academic Year 2020–2021 (second semester). The study was quantitative descriptive, which utilized total enumeration sampling to examine the entire population of the 177 Level II nursing students. Survey questionnaires were adapted and collected through Google Forms, which were analyzed using frequency and percentage, total weighted mean, and Kendall’s tau. Thus, this study determined the demographic profile, age, sex, religion, academic stress, coping, and achievement strategies of the respondents. In conclusion of this study, respondents have a high level of academic stress and use adaptive coping strategies and self-motivation to learn learning strategies. Researchers recommended to universities, colleges, and professors some considerations to enhance the academic performance of students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0906/a.php" alt="Hit counter" /></p>

Determining the Emotional Intelligence Components Predictive Power on Academic Stress Coping Skills

Determining the Emotional Intelligence Components Predictive Power on Academic Stress Coping Skills

Examining the Effect of Self-Regulation and Psychological Capital on the Students’ Academic Coping Strategies during the Covid-19 Pandemic

Examining the Effect of Self-Regulation and Psychological Capital on the Students’ Academic Coping Strategies during the Covid-19 Pandemic

Hubungan Stres dan Strategi Coping bagi Mahasiswa Fakultas Teknik di Masa Pandemi Covid-19

The 2019 coronavirus (Covid-19) outbreak has become a global catastrophe that has spread rapidly. To stop the spread of the disease, almost every country has implemented public health measures. Many colleges have turned to online teaching for the safety of academics and students. Students are trapped in a pandemic condition and have to accept the fact that they are not effectively undergoing lectures. Students and lecturers experience disturbances in the education system. This of course creates stress. Therefore, coping strategies to reduce stress are needed to prevent the harmful effects of prolonged stress. The purpose of this study was to determine the relationship between stress and coping strategies. This study uses a quantitative descriptive and correlation research methodology in collecting the required information. The participants of this research are 30 students of the Faculty of Engineering who will participate and answer questions in virtual interviews via zoom. The analytical tool is correlation. The results of the study found that there was a strong relationship between academic stress and coping strategies