Validating the relationship between beginning students’ transitional challenges, well-being, help-seeking, and their adjustments in an Australian university

Sanagavarapu, Prathyusha; Abraham, Jessy

doi:10.1080/0309877x.2020.1804537

Cited by 12 publications

(6 citation statements)

References 33 publications

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“…By incorporating reducing stigma strategies, both antistigma and help-seeking behaviours have been shown to increase (Shahwan et al, 2020). Strategies that include promoting services using student testimonials and terminology, and providing information aimed at dispelling negative perceptions and re-framing services in terms less associated with mental illness, such as consultations, coaching or seminars, may also be helpful in reducing the perceived stigma associated with accessing support services (Sanagavarapu & Abraham, 2020).…”

Section: Top 3 Strategies To Relieve/reduce Stress Recommended Tomentioning

confidence: 99%

How I cope at university: Self‐directed stress management strategies of Australian students

et al. 2021

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Universities across the world remain under-resourced and frequently unequipped to provide the required support to the increasing demand of students experiencing mental health problems. While there is a considerable amount of research focusing on university student stress levels, interventions to address them, and coping strategies adopted by students, little research has reported on the strategies students choose to manage their stress and how that relates to their self-identified sources of stress as well as to what universities are offering to support their mental health and wellbeing. The present study provides a contribution in this direction, reporting on a study that surveyed over 3200 students from three large Australian metropolitan universities and interviewed three groups of university staff who provide student wellbeing services. Results highlight differences between what students and staff perceive as main sources of stress and best strategies to address them. In addition, students recommend task-oriented, pro-active coping strategies more often to their peers than engage in them themselves. The findings of the study further reinforce the need to develop an understanding of student coping strategies with a lens considerate of students' perspectives and preferences to authentically support their wellbeing, better informing planning and service delivery.

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Section: Top 3 Strategies To Relieve/reduce Stress Recommended Tomentioning

confidence: 99%

How I cope at university: Self‐directed stress management strategies of Australian students

et al. 2021

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“…Moreover, depressive symptoms are more prevalent among first-year students due to several factors such as heavy academic workload, lack of social support, financial stressors, and socio-emotional and personal challenges (Pit et al 2018 ; Cage et al 2021 ). These challenges negatively affect students’ psychological well-being, which further inhibits their overall university adjustment (Sanagavarapu and Abraham 2021 ). The primary reason for facing many issues is the unfamiliarity with the new environment (Fernando et al 2020 ), non-native English language programs (Jung et al 2021 ), financial constraints (Butler-Rees and Nick Robinson 2020 ), and fear of failure (Whittle et al 2020 ).…”

Section: Introductionmentioning

confidence: 99%

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

2022

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The COVID-19 pandemic has brought a dramatic change in teaching–learning practices in higher education across the world. The post-pandemic era with a new shift of teaching–learning phase raises the concern of students' psychological well-being, especially the novice, i.e., first-year undergraduate students, as first-year students often struggle to adjust to the new environment of higher institutions, thereby depressive symptoms are more prevalent among them. In this regard, a qualitative study was conducted followed by a dyadic approach to explore the symptoms of students’ psychological stressors, their causes, and provide essential remedies for coping with such behaviors in the post-pandemic era. The findings show that students’ stressors were commonly reported due to the academic workload, institutional regulations, lack of resources, and financial constraints. Regarding indications, unusual behavior, lack of confidence, improper sleep, and lack of motivation were identified as the primary symptoms of students’ stress. However, participants reported a lack of understanding regarding stress-related matters. Yet, students and faculty members try to adopt several strategies for reducing such stressors. By examining the perceived psychological stress, indications, and coping behaviors, this study enriches the literature by bridging pragmatic and theoretical gaps regarding students’ stressors of business management. Furthermore, the study mainly suggests that adequate institutional support should be provided to deal with students’ problems that cause stress. Also, universities should organize workshops or seminars to cultivate psychological health awareness among students and faculty members.

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“…Similar to this, Australian institutions reported that perceived prejudice, budgetary concerns, and adjusting to new pedagogical approaches were all major problems (Sanagavarapu & Abraham, 2020). A comparative study between domestic and international students at a US public university was done by Jones (2017), and the results showed that, in comparison to domestic students, international students had a significantly larger problem with a lack of social support.…”

Section: Literature Reviewmentioning

confidence: 59%

Experiences of Communication Obstacle of International Students of Northeast Normal University China

Afzal,

Rashid,

Yaqoob

et al. 2023

sbsee

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Objectives: China now offers top-notch postsecondary education to students worldwide. Similar problems develop every year when hundreds of international students come to China for further education, creating new difficulties. This study looks into the challenges and obstacles international postgraduate students face while spending a full academic year at NENU in Changchun, China. Methodology: A qualitative process was used to choose 86 international students, both male and female. Six foreign students, all nationals of different countries, were recruited from various Northeast Normal University schools. After gathering the data through a thorough process of in-person interviews, a themetic analysis method was applied. Findings: Emerging themes were examined in both the individual interviews and the aggregate for more examination. The findings demonstrated how a number of issues, including the academic barrier, the cultural barrier, and adjustment strategies, affect the lives of recently arrived students. Incorporate issues related to diet, communication, and other psychological factors. Implications: Conversely, these obstacles also spur international students to create problem-solving solutions. They create novel learning strategies to overcome obstacles as they grow into autonomous learners. Time, effort, and a great deal of support from various sources are required for the adjustment and adaptation.

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Validating the relationship between beginning students’ transitional challenges, well-being, help-seeking, and their adjustments in an Australian university

Cited by 12 publications

References 33 publications

How I cope at university: Self‐directed stress management strategies of Australian students

How I cope at university: Self‐directed stress management strategies of Australian students

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

Experiences of Communication Obstacle of International Students of Northeast Normal University China

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