Academic Stress and Coping Strategy in Relation to Academic Achievement

Abstract

Stress on students is more common and varied. Therefore, a good coping strategy is needed in order to control stress and increase academic achievement. The purposes of this study are: 1) to describe the level of academic stress and coping strategy; 2) to investigate the effect of the differences of gender, age, marital status, years of study and degrees on academic stress and coping; and 3) to analyze the relationship between academic stress, coping and academic achievement. This research used a quantitative method with a survey approach. The population was 340 Indonesian students in Wuhan, China. The samples of 184 students (73 male and 111 female) were taken with a simple random sampling technique. The instruments used in collecting data are the Scale for Assessment Academic Stress and the Stress Coping Style Inventory. The results showed that academic stress was at a moderate level dominated by cognitive stress indicators. Coping was at a moderate level dominated by active emotional coping. Different demographic factors have a significant effect on academic stress and coping. Intercorrelation shows the relationship between several indicators of academic stress and coping but no significant relationship with academic achievement.

Confidence, Academic Stress, Coping Strategies as Predictors of Student Academic Achievement in Physical Education Classes During Covid-19

“…Academic stress is a psychological aspect that currently often appears during learning process in the COVID-19 era (Mahapatra, 2021;Chandra, 2021;Clabaugh, Duque & Logan, 2021;Fuente et al, 2021;Basheti, Mhaidat & Mhaidat, 2021). Academic stress is a condition in which a student experiences a mental disorder or pressure caused by learning activities at school (Basith, Syahputra, Fitriyadi, Rosmaiyadi, Fitri & Triani, 2021). A student who experienced high stress might have feelings of fear, anxiety, panic and worse can lead to weakness, nausea, dizziness, shaking, loss of concentration, and decreased motor skills (Runswick, Roca, Williams, Bezodis & North, 2016).…”

“…Another factor is students are afraid of being infected by COVID-19, students must undergo isolation/lock down (Sundarasen et al, 2020), or the difficulty of carrying out physical education lessons online (Jumareng, Setiawan, Patah, Aryani, Asmuddin & Gani, 2021). Thus, these factors will trigger the low academic achievement of students (Basith, Syahputra, Fitriyadi, Rosmaiyadi, Fitri & Triani, 2021).…”

“…Several studies have reported that there was a link between academic stress and coping strategies with academic (Gustems-Carnicer et al, 2019). However, not all coping strategies were effective in reducing stress (Basith, Syahputra, Fitriyadi, Rosmaiyadi, Fitri & Triani, 2021). Research on coping strategies had been extensively studied internationally and reported by previous studies (Kaplánová, 2019;Gustems-Carnicer et al, 2019;Morales & Pérez-Mármol, 2019;Kaplánová, 2020;Muthmainah, Purwanta, Suwarjo & Mariani, 2021).…”

Exploring the Shared Knowledge Repositories Program to Reduce International Credit Transfer (ICT) Students' Academic Stress

“…The source of students' deficient academic performance is complex and multivarious as it may arise from both academic and non-academic factors. However, it is indicated that one of the major influential factors is the students' academic stress [4,5,6]. Students may not all experience the academic stress with the same IOC intensity, therefore, it may cause different consequence from students to students.…”

“…The students' academic stress during the ICT program is concerning. It may not only jeopardize the students' academic performance and achievement, but also affect the students' confidence when latter dealing with projects or works at the international level [6]. Therefore, many have proposed various methods to cope with the ICT students' academic stress [1,18,19].…”