Stress, coping strategies and academic achievement in teacher education students

Abstract

University students experience stress, and how they cope with this stress affects their academic achievement. This study examined stress in teacher education students and had three objectives: to describe different degrees of stress and coping styles; to study the relationship between stress, coping strategies and academic achievement; and to examine whether increased age can moderate the effects of stress on academic achievement in 334 university-students. There were three main findings: many students experienced stress and used avoidance coping strategies; the students who were under less stress and engaged less in cognitive avoidance and more in problem-focused coping were also the students who made more academic achievement; and students under more stress performed worse, but with age stress affected performance less. In teacher education students, it is important to recognize and address the harmful effects of stress on well-being and academic achievement, to avoid long-term problems in professional and personal life.

Challenges and achievements in student learning experiences in a business school’s at-home internationalization programs in China

“…A finding that differed by both performance and gender was the specific achievement of increased personal management ability, which was only associated with high performing students (for both genders). This finding suggests that lack of self-directed learning and stress management is an inhibitor for academic performance and indicates an area in which average-and low-performing students could potentially reap benefits to improve academic performance (Kranzow and Hyland, 2016;Rashid and Asghar, 2016;Gustems-Carnicer et al, 2019;Abdulghani et al, 2014). Future research should explore how lower performing students can improve their personal management abilities as a strategy for increasing a sense of achievement in their academic performance.…”

Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation

“…For example, intrinsic motivation in teachers has been associated with a greater sense of wellbeing and job satisfaction (Pelletier et al, 2002). Supporting more helpful motivational patterns is particularly important due to high levels of stress in student teachers (Caires et al, 2012;Gardner, 2010;Gustems-Carnicer et al, 2019;Leung et al, 2000;Umbach & Wawrzynski, 2005), and high early-career teacher attrition (Borman & Dowling, 2008;Hwang et al, 2017). Improving retention in teaching is vital, as attrition is partially responsible for a critical shortage of teachers in certain subject areas (O'Doherty & Harford, 2018).…”

[Retracted] Evaluation and Numerical Simulation of Music Education Informationization Based on the Local Linear Regression Method

“…e informatization of music education is in place, the evaluation of informatization of music education has been criticized, and the model of music education informatization level is distorted, prompting domestic and foreign scholars and educators to think about the core issues behind the phenomenon and explore the driving force of music education informatization to change the evaluation model of music education informatization and introduce appropriate model construction methods. e evaluation mechanism of innovative education informatization is the external driving force for the innovative development of education informatization [6]. Under the guidance of the developmental evaluation concept, the innovative education evaluation model is an important strategy to promote the development of school education informatization.…”