Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning

Detalhes bibliográficos
Autor(a) principal: Morento, Ivy Pearl
Data de Publicação: 2024
Outros Autores: Sayson, Analyn, Ursal, Gaile, Caingcoy, Manuel
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Diversitas Journal
Texto Completo: https://diversitasjournal.com.br/diversitas_journal/article/view/2913
Resumo: Effective stress management strategies correlate with improved academic performance in college students, yet inconsistent findings in existing research warrant further investigation. This study explored the intricate interplay between stress levels, coping mechanisms, and academic achievement in HyFlex learning. A stratified random sample of 111 students from five specializations within the Bachelor of Secondary Education program participated. Utilizing a descriptive-correlational design, data were collected through validated self-report questionnaires and a weighted general average. Subsequent descriptive statistics and bivariate correlation analysis revealed moderate stress levels among participants who preferred task-oriented coping strategies. Interestingly, a significant positive association was observed between stress levels and academic achievement and emotion-oriented coping, while a negative correlation emerged between stress and task-oriented coping. Avoidance-oriented coping, conversely, displayed a significant negative association with academic success. These findings underscore the crucial role of educational institutions in providing robust support mechanisms for stress management and cultivating a task-focused learning environment to optimize student well-being and academic performance within the HyFlex model.
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spelling Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex LearningHyflex learningstresscoping strategiesacademic achievementAprendizagem Hyflexstressestratégias de enfrentamentoarquivamento academicoEffective stress management strategies correlate with improved academic performance in college students, yet inconsistent findings in existing research warrant further investigation. This study explored the intricate interplay between stress levels, coping mechanisms, and academic achievement in HyFlex learning. A stratified random sample of 111 students from five specializations within the Bachelor of Secondary Education program participated. Utilizing a descriptive-correlational design, data were collected through validated self-report questionnaires and a weighted general average. Subsequent descriptive statistics and bivariate correlation analysis revealed moderate stress levels among participants who preferred task-oriented coping strategies. Interestingly, a significant positive association was observed between stress levels and academic achievement and emotion-oriented coping, while a negative correlation emerged between stress and task-oriented coping. Avoidance-oriented coping, conversely, displayed a significant negative association with academic success. These findings underscore the crucial role of educational institutions in providing robust support mechanisms for stress management and cultivating a task-focused learning environment to optimize student well-being and academic performance within the HyFlex model.Estratégias eficazes de manejo do estresse correlacionam-se com melhor desempenho acadêmico em estudantes universitários, mas achados inconsistentes em pesquisas existentes justificam investigações adicionais. Este estudo explorou a complexa interação entre níveis de estresse, mecanismos de enfrentamento e desempenho acadêmico no contexto da aprendizagem HyFlex. Uma amostra aleatória estratificada de 111 estudantes de cinco especializações do curso de Licenciatura em Ensino Médio participou do estudo. Utilizando um desenho descritivo-correlacional, os dados foram coletados por meio de questionários autopreenchidos validados e uma média geral ponderada. A análise subsequente empregando estatísticas descritivas e análise de correlação bivariada revelou níveis moderados de estresse entre os participantes, com preferência por estratégias de enfrentamento orientadas para a tarefa. Curiosamente, foi observada uma associação positiva significativa entre níveis de estresse e ambos o desempenho acadêmico e o enfrentamento orientado para a emoção, enquanto uma correlação negativa emergiu entre estresse e enfrentamento orientado para a tarefa. O enfrentamento orientado para a evitação, por sua vez, apresentou uma associação negativa significativa com o sucesso acadêmico. Esses achados ressaltam o papel crucial das instituições de ensino em fornecer mecanismos robustos de apoio para o gerenciamento do estresse e cultivar um ambiente de aprendizagem focado na tarefa para otimizar o bem-estar e o desempenho acadêmico dos estudantes no modelo HyFlex.Universidade Estadual de Alagoas - Eduneal2024-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/291310.48017/dj.v9i1.2913Diversitas Journal; Vol. 9 No. 1 (2024): Urban spaces and their contradictionsDiversitas Journal; Vol. 9 Núm. 1 (2024): Los espacios urbanos y sus contradiccionesDiversitas Journal; v. 9 n. 1 (2024): Espaços urbanos e suas contradições2525-521510.48017/dj.v9i1reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALenghttps://diversitasjournal.com.br/diversitas_journal/article/view/2913/2386Copyright (c) 2024 Ivy Pearl Morento, Analyn Sayson, Gaile Ursal, Manuel Caingcoyhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMorento, Ivy PearlSayson, AnalynUrsal, GaileCaingcoy, Manuel2024-01-31T19:03:59Zoai:ojs.diversitasjournal.com.br:article/2913Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2024-01-31T19:03:59Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false
dc.title.none.fl_str_mv Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning
title Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning
spellingShingle Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning
Morento, Ivy Pearl
Hyflex learning
stress
coping strategies
academic achievement
Aprendizagem Hyflex
stress
estratégias de enfrentamento
arquivamento academico
title_short Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning
title_full Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning
title_fullStr Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning
title_full_unstemmed Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning
title_sort Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning
author Morento, Ivy Pearl
author_facet Morento, Ivy Pearl
Sayson, Analyn
Ursal, Gaile
Caingcoy, Manuel
author_role author
author2 Sayson, Analyn
Ursal, Gaile
Caingcoy, Manuel
author2_role author
author
author
dc.contributor.author.fl_str_mv Morento, Ivy Pearl
Sayson, Analyn
Ursal, Gaile
Caingcoy, Manuel
dc.subject.por.fl_str_mv Hyflex learning
stress
coping strategies
academic achievement
Aprendizagem Hyflex
stress
estratégias de enfrentamento
arquivamento academico
topic Hyflex learning
stress
coping strategies
academic achievement
Aprendizagem Hyflex
stress
estratégias de enfrentamento
arquivamento academico
description Effective stress management strategies correlate with improved academic performance in college students, yet inconsistent findings in existing research warrant further investigation. This study explored the intricate interplay between stress levels, coping mechanisms, and academic achievement in HyFlex learning. A stratified random sample of 111 students from five specializations within the Bachelor of Secondary Education program participated. Utilizing a descriptive-correlational design, data were collected through validated self-report questionnaires and a weighted general average. Subsequent descriptive statistics and bivariate correlation analysis revealed moderate stress levels among participants who preferred task-oriented coping strategies. Interestingly, a significant positive association was observed between stress levels and academic achievement and emotion-oriented coping, while a negative correlation emerged between stress and task-oriented coping. Avoidance-oriented coping, conversely, displayed a significant negative association with academic success. These findings underscore the crucial role of educational institutions in providing robust support mechanisms for stress management and cultivating a task-focused learning environment to optimize student well-being and academic performance within the HyFlex model.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://diversitasjournal.com.br/diversitas_journal/article/view/2913
10.48017/dj.v9i1.2913
url https://diversitasjournal.com.br/diversitas_journal/article/view/2913
identifier_str_mv 10.48017/dj.v9i1.2913
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://diversitasjournal.com.br/diversitas_journal/article/view/2913/2386
dc.rights.driver.fl_str_mv Copyright (c) 2024 Ivy Pearl Morento, Analyn Sayson, Gaile Ursal, Manuel Caingcoy
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Ivy Pearl Morento, Analyn Sayson, Gaile Ursal, Manuel Caingcoy
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Alagoas - Eduneal
publisher.none.fl_str_mv Universidade Estadual de Alagoas - Eduneal
dc.source.none.fl_str_mv Diversitas Journal; Vol. 9 No. 1 (2024): Urban spaces and their contradictions
Diversitas Journal; Vol. 9 Núm. 1 (2024): Los espacios urbanos y sus contradicciones
Diversitas Journal; v. 9 n. 1 (2024): Espaços urbanos e suas contradições
2525-5215
10.48017/dj.v9i1
reponame:Diversitas Journal
instname:Universidade Estadual de Alagoas (UNEAL)
instacron:UNEAL
instname_str Universidade Estadual de Alagoas (UNEAL)
instacron_str UNEAL
institution UNEAL
reponame_str Diversitas Journal
collection Diversitas Journal
repository.name.fl_str_mv Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)
repository.mail.fl_str_mv revistadiversitasjournal@gmail.com
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