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

INFORMATION 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 strategies, and academic achievement in HyFlex learning environments. 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 strategies, while a negative correlation emerged between stress and task-oriented coping strategies. Avoidance-oriented coping strategies, 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.


Introduction
Recent years have witnessed a surging interest in HyFlex (hybrid flexible) learning, a blend of traditional blended learning and enhanced flexibility (Kohnke et al., 2021).HyFlex empowers students to choose their preferred participation mode (in-person, online, or both) and offers an array of instructional delivery options, including self-directed learning (Beatty, 2019;Liu et al., 2019).Despite its rising popularity, particularly during the pandemic, HyFlex's impact on student stress, coping mechanisms, and academic achievement remains largely unclear.Stress arises when individuals perceive a lack of resources to meet environmental demands, potentially impacting their well-being (Bauduin, 2022).Students at different academic levels encounter diverse stressors related to learning demands and personal circumstances (Esia-Donkoh et al., 2011).The COVID-19 pandemic and subsequent shift to HyFlex learning have exposed college students to moderate to high-stress levels (AlHadi et al., 2021).Adapting to novel learning methods, unfamiliar technology, and reduced social interactions may further exacerbate this stress (König et al., 2020).
Coping strategies are the behavioral or cognitive approaches we employ to manage or adapt our responses to challenging or stressful situations (Yousif et al., 2022).Endler and Parker (1994) identified three main types: task-oriented, emotion-oriented, and avoidanceoriented.Task-oriented coping, also known as problem-focused coping (Feyisa et al., 2022), involves actively addressing and resolving stressors.Emotion-oriented coping seeks to regulate emotions in response to stress, while avoidance-oriented coping focuses on escaping or avoiding stressful situations altogether.These strategies can be either adaptive or maladaptive (Brown et al., 2005;McWilliams et al., 2003), leading to positive or negative outcomes, respectively.Notably, Logan (2022) found that students in Hybrid learning during the COVID-19 pandemic favored adaptive coping strategies over maladaptive ones.Moreover, research suggests that emotion-oriented and avoidance-oriented coping can lead to unfavorable outcomes (Higgins & Endler, 1995), with behavioral avoidance coping specifically linked to higher levels of distress (Gustems-Carnicer et al., 2013).
The transactional theory of stress and coping offers a powerful lens for understanding the intricate dance between stress and how we cope with it.At its core, this theory posits that stress arises from the dynamic interplay between individuals and their environment, prompting us to employ coping strategies to manage perceived stressors (Lazarus & Folkman, 1984).
Interestingly, even when coping strategies don't fully neutralize the stressor, Baqutayan (2015) found that individuals still engage in some form of coping.This highlights the inherent human desire to manage stress, even if the chosen mechanism isn't perfectly effective.Furthermore, Thompson et al. (2022) observed that under increased stress, students tend to gravitate towards more effective coping strategies.This suggests that stress itself can act as a catalyst for adaptive behavior, potentially prompting us to seek out healthier ways to manage the pressure.These findings underscore the crucial role of understanding coping processes within the context of stress.They also emphasize the importance of fostering adaptive coping strategies, as they hold immense potential to mitigate stress and promote overall well-being (Crego et al., 2016).
Studies paint a clear picture: high-stress levels can be a formidable nemesis for academic success.Research by Crego et al. (2016), Dikmen (2022), andMalik et al. (2021) all reveal a significant negative correlation, highlighting the importance of keeping stress at bay for students aiming for academic heights.Similarly, Gustems-Carnicer et al. (2019) underscore that students who actively confront challenges head-on through task-oriented coping strategies tend to reap better academic rewards compared to those who retreat into avoidance.
However, not all the chapters in this story align perfectly.Conflicting findings from Basith (2021) and Shokeen (2018) inject a note of caution, suggesting that the intricate interplay between stress, coping strategies, and academic performance warrants further investigation.This complex dance between stress, coping, and academic achievement calls for further exploration.Delving deeper into this dynamic and understanding the nuances of effective coping strategies can equip students and educators with invaluable tools to navigate the pressure-filled world of academia and foster a thriving learning environment where stress doesn't overshadow student potential.
As the HyFlex model takes center stage in higher education, understanding how it impacts students' stress levels, coping mechanisms and academic performance becomes crucial.This dynamic learning environment presents both opportunities and challenges for students to manage their workload and responsibilities (Lohmann et al., 2021;Mobo et al., 2022;Nõuakas et al., 2023).Navigating this landscape often requires the development of effective coping strategies to thrive.
This study embarks on a journey to shed light on these crucial aspects of HyFlex learning.We aim to delve into the stress levels and coping strategies employed by college students within this model.Furthermore, we seek to unravel the intricate relationship between their stress, coping mechanisms, and academic achievement.By contributing to the existing tapestry of knowledge on HyFlex, this research aspires to 1) design effective interventions; and 2) shape HyFlex course design.Specifically, our findings hold the potential to inform the development of targeted support systems that bolster college students' well-being and academic success within the HyFlex environment.The insights gleaned from this study can contribute to the creation of HyFlex courses that better cater to students' needs and foster a thriving learning ecosystem.
Moreover, understanding the intricate relationship between stress, coping, and academic success in the context of HyFlex learning can equip students and educators with invaluable tools.By demystifying this dynamic ecosystem, we can pave the way for a future where HyFlex empowers students to flourish, not flounder, amidst the unique challenges and opportunities it presents.These questions guided the investigation of the problem: 1) To what extent do college students experience stress during HyFlex learning environments?2) Which coping strategies do college students employ in HyFlex learning?and 3) Do significant relationships exist between college students' extent of experienced stress, coping strategies (task-oriented, emotion-oriented, and avoidance-oriented), and academic achievement in HyFlex learning?

Methods
This study dives into the uncharted territory of HyFlex learning, wielding a descriptive correlational design (Sousa et al., 2007) like a magnifying glass to examine the natural relationships between key variables.Unraveling a complex case, the researchers embarked on a mission to understand how students' stress levels, coping strategies, and academic achievement relate to each other within this dynamic educational environment.
A total of 111 first-year Bachelor of Secondary Education students at Bukidnon State University participated in this study.Enrolled in HyFlex learning system during the 2022-2023 academic year's first semester, these students represented five major fields: English (n=29), Filipino (n=10), Mathematics (n=22), Science (n=27), and Social Studies (n=23).To ensure proportional representation from each major within the larger population of 153 students, the researchers employed stratified random sampling (Cochran, 1977).This involved dividing the population into five strata based on major and then selecting participants from each stratum using simple random sampling in proportion to its size.This approach effectively ensured adequate representation of each major in the final sample.To assess stress levels and coping strategies among participants, this study employed the Perceived Stress Scale (PSS) by Cohen et al. (1983) and the Coping Inventory for Stressful Situations (CISS) by Endler and Parker (1990).Additionally, with student consent, academic achievement was evaluated by requesting their general weighted average (GWA) from the University Registrar.
Widely recognized as the gold standard for measuring perceived stress, the Perceived Stress Scale (PSS) by Cohen et al. (1983) assesses how individuals view the stressfulness of their life situations.This 10-question instrument gauges individual perceptions of their lives as unpredictable, uncontrollable, and overwhelming, translating into a current stress level score.Lauded for its superior psychometric properties and recommended for future research (Lee, 2012), the PSS focuses on emotions and experiences reported within the past month.
To identify an individual's preferred coping style, this study employed the Coping Inventory for Stressful Situations (CISS) by Endler and Parker (1990).This self-report inventory features 48 items probing three key coping strategies: problem-oriented (16 items), emotion-oriented (16 items), and avoidance-oriented (16 items).Participants rate their agreement with each statement on a five-point Likert scale ranging from "not at all" (1) to "very much" (5), resulting in possible section scores between 16 and 80.Further bolstering its validity and reliability, the CISS has been validated across four studies by Endler and Parker themselves (1994).
Before data collection, two standardized questionnaires were administered: The Perceived Stress Scale (PSS) and the Coping Inventory for Stressful Situations (CISS).Each group completed the questionnaires in their designated classrooms, ensuring a convenient and familiar setting.To encourage honest responses, participants were informed that there were no right or wrong answers and were assured of the anonymity of their data.Researchers were present in each classroom to address any questions or concerns and ensure the smooth administration of the questionnaires.Before inviting participants, the study's objectives were carefully explained in an information session.Additionally, with the students' informed consent, their general weighted averages (GWAs) were obtained from the University Registrar's office.
Descriptive statistics were used to characterize students' stress levels and coping strategies.Stress levels were interpreted according to Cohen et al.'s (1983) mean score ranges: 0-13 as "low stress," 14-26 as "moderate stress," and 27-40 as "high perceived stress."Coping strategies were categorized based on mean and standard deviation ranges: 4.21-5.00as "always practiced," 3.41-4.20 as "often practiced," and so on.
To investigate potential relationships between these variables, bivariate correlation analysis was employed.This analysis examined the connections between students' stress levels, their use of task-oriented, emotion-oriented, and avoidance-oriented coping strategies, and their academic achievement in HyFlex learning.
Pearson's correlation coefficient (r), ranging from -1 to +1, was used to quantify the strength of the association between the two variables.Statistical significance was set at a pvalue (p) of .05 or less.

Table 2. Rules of Thumb about Correlation Coefficient Size Size of Correlation
Strength of Association ± (.91-1.00) ± (.71-0.90) ± (.41-0.70) ± (.21-0.40) ± (.10-0.20) ± (0.00-0.10)Very Strong High Moderate Small but definite relationship Slight but may be meaningful Unlikely to be a meaningful relationship Source: Hair et al. (2019) This study upholds the highest ethical standards in research.Before data collection, the researchers: 1) Informed the college Dean through a formal letter, ensuring institutional awareness and support; 2) Obtained informed consent from all participants.Respondents received a comprehensive document outlining the study's purpose, procedures, and participant rights.Participation was entirely voluntary, and individuals were free to decline at any point, 3) Maintained data confidentiality and security.Collected information was securely stored and anonymized to protect participant privacy.
To gather data related to academic achievement, the researchers: 1) Sent a letter and informed consent form to the office of the University Registrar.This secured permission to access participants' general weighted average (GWA) for the first semester of the 2022-2023 academic year; and 2) Assured participants that their GWA data would only be used for research purposes and remain strictly confidential.
Conducting research ethically not only protects participants but also strengthens the validity and credibility of the findings.This, in turn, contributes to trust in research by participants and the wider community.Also, it contributes to the generation of reliable and generalizable knowledge that can benefit educational practices and student well-being.

Results and Discussion
Table 3 reveals an intriguing picture of college students' perceived stress levels during HyFlex learning.This information answers the first research question.Perceived stress, defined as an individual's subjective experience of stress intensity at a given time or over a period (Phillips, 2013), presents a nuanced picture.One indicator, reflecting how often students felt nervous and stressed, had the highest mean score, suggesting occasional bouts of nervousness and stress during HyFlex sessions..79 In the last month, how often have you felt that things were going your way? 1.68 .74 In the last month, how often have you found that you could not cope with all the things that you had to do?

.94
In the last month, how often have you been able to control irritations in your life?1.68 .91 In the last month, how often have you felt that you were on top of things?1.95 .86 In the last month, how often have you been angered because of things that happened that were outside of your control?2.48 .97 In the last month, how often have you felt difficulties were piling up so high that you could not overcome them?
Additional support to equip students with confidence in tackling challenges might be beneficial.Overall, the data paint a picture of moderate stress levels, not excessive, during HyFlex learning.This mirrors findings from other studies conducted during the COVID-19 pandemic, where college students reported moderate stress levels as well (AlHadi et al., 2021;Yousif et al., 2022).Nonetheless, educational institutions should remain vigilant and address potential sources of stress specific to HyFlex learning, such as difficulties with focus, motivation, self-discipline, shallow understanding of lessons, and weak self-directed learning skills (Nõuakas et al., 2023).Strategies like mindfulness exercises, workshops, and counseling could prove valuable in mitigating stress and enhancing student well-being (Gallego et al., 2014;Miller et al., 2022;Stevens et al., 2019).(Endler & Parker, 1990).Two key points emerge: 1) The highest mean score falls on "think about the good times I've had," suggesting that reminiscing about positive memories serves as an effective coping mechanism.This underscores the potential of positive memories to provide comfort, motivation, and inspiration during challenging times; and 2) Conversely, the "go to a party" indicator received the lowest score, revealing that students rarely resort to partying as an avoidance strategy.This echoes the findings of Salam et al. (2019) and aligns with Scott's (2022) assertion that avoidance while offering temporary relief, can be detrimental if relied upon excessively (Pietrangelo, 2020).Table 5.1 reveals a potentially significant association between college students' extent of stress and their use of task-oriented coping strategies in HyFlex learning.Notably, the data suggests a slight negative correlation, implying that lower stress levels may be associated with a minor increase in the use of task-oriented coping.This aligns with Rossi et al.'s (2023) observation that such strategies, involving constructive problem-solving, can alleviate stress.
As Lenz (2010) highlights, task-oriented coping is often the most effective and preferred choice for students.According to Kariv and Heiman (2005), students tend to adopt a step-by-step approach to stress management, prioritizing task-oriented strategies before turning to other methods.This suggests a focus on directly addressing the stress source before exploring alternative coping mechanisms.
In conclusion, these findings underscore the importance of equipping students with robust task-oriented coping skills.By actively engaging in problem-solving and actively managing stress, students can significantly reduce their stress levels and enhance their overall well-being.

Significant
Notes: Degree of association -± (.91-1.00)very strong; ± (.71-0.90)high; ± (.41-0.70)moderate; ± (.21-0.40)small but definite relationship; ± (.10-0.20)slight but may be meaningful; ± (0.00-0.10) unlikely to be a meaningful relationship; **significant at p<0.01; significant at *p<0.05 .000Moderate and Positive Significant Table 5.2 paints a concerning picture, revealing a moderately positive and significant correlation between college students' extent of experienced stress and their use of emotionoriented coping strategies.This implies that as stress mounts, students tend to rely more heavily on emotion-focused mechanisms.Such a trend raises concerns about the potential negative consequences of overdependence on these strategies.This finding resonates with Rice et al.'s (2021) observation that students experiencing higher distress exhibited increased reliance on emotion-oriented coping.Turashvili et al. (2013) further elucidate the limitations of this approach, arguing that it may not effectively promote overall psychological well-being.
In light of these insights, the data underscores the urgency for interventions and support systems that encourage a more balanced and diverse toolbox of coping strategies.
Equipping students with a comprehensive repertoire for managing stress is crucial for their well-being and academic success.
Table 5.3 throws a curveball, revealing no statistically significant correlation between college students' extent of experienced stress and their use of avoidance-oriented coping strategies during HyFlex learning.This unexpected finding suggests that the amount of stress students experience does not appreciably influence their tendency to evade stressful situations.
While the reasons behind this remain unclear, it warrants further exploration in future research.It's important to remember that the broader literature on avoidance-oriented coping paints a less rosy picture.Studies by Boyes (2013) and Scott (2022) warn that relying on such strategies can ironically exacerbate stress in the long run.Overall, this result offers valuable insights into the complex relationship between stress and avoidance-oriented coping in the context of HyFlex learning and paves the way for intriguing future research in this area.

002
.979 Unlikely to be a meaningful relationship and Positive Not Significant Table 5.4 throws a curveball, revealing a small but statistically significant positive correlation between college students' extent of experienced stress and academic achievement.This implies that contrary to common assumptions, higher stress levels might correspond to a mild improvement in academic performance.This finding aligns with research by Shokeen (2018) and Siraj et al. (2014).However, the complexity of this relationship is underscored by contrasting studies like those of Dikmen (2022), Gustems-Carnicer et al. (2019), andMalik et al. (2021), which found negative associations between stress and academic achievement.5.7 paints a concerning picture, revealing a significant negative correlation between college students' reliance on avoidance-oriented coping and their academic achievement.This implies a meaningful connection: higher levels of avoidance-oriented coping are linked to lower academic performance.Students who heavily rely on these strategies may be at risk of reduced academic success.This finding aligns with previous research by Ansarisadr et al. (2022) and Gustems-Carnicer et al. (2019), who identified a similar negative association.This suggests that avoidance-oriented coping strategies, while offering temporary relief, might hinder academic achievement in the long run.Therefore, educators should prioritize equipping students with healthier and more effective coping strategies to manage stress and navigate academic challenges.By promoting constructive approaches to stress management, colleges and universities can foster an environment that nurtures higher levels of academic success.To sum up, tables 5. 1, 5.2, 5.3, 5.4, 5.5, 5.6, and 5.7 provide answers to the third research question.

Conclusion
This study explored the interplay between perceived stress, coping strategies, and academic achievement in HyFlex learning.Students reported moderate stress levels and favored task-oriented coping strategies, with emotion-oriented and avoidance-oriented approaches used less frequently.Notably, the students achieved exceptional academic performance, evidenced by a "very highly satisfactory" general weighted average (GWA).The findings revealed several intriguing relationships: 1) An inverse correlation emerged between stress levels and task-oriented coping, suggesting that higher utilization of task-oriented strategies coincided with lower stress; 2) A surprising positive correlation linked stress levels with academic achievement, implying that students may perform better under moderate stress; 3) A positive association was found between stress and emotion-oriented coping, indicating that students experiencing greater stress relied more heavily on emotional coping mechanisms; and 4) Lastly, a negative correlation emerged between avoidance-oriented coping and academic achievement, suggesting that minimizing avoidance behaviors was associated with higher academic performance.
These findings offer valuable insights into the complex interplay between stress, coping strategies, academic success in the HyFlex learning environment.Further research is needed to delve deeper into the underlying mechanisms driving these relationships and explore their potential implications for educational practices.
Given these findings, empowering students in HyFlex learning with task-oriented coping strategies presents a promising path to managing stress and boosting academic achievement.Educators and administrators could consider integrating training or support programs specifically focused on developing these skills.Notably, the study suggests that a moderate level of stress may even be beneficial for academic performance.However, excessive stress can be detrimental to student well-being, making balance crucial.While emotionoriented and avoidance-oriented coping strategies may offer temporary relief, their ineffectiveness in alleviating stress and promoting long-term academic success underscores the importance of prioritizing effective stress management tools in the HyFlex environment.
Although acknowledging three limitations is commendable, consider restructuring the limitations section for improved flow and conciseness.You could merge the first two limitations into one:

Significant
These diverse findings highlight the need for further exploration to fully understand the underlying mechanisms and contextual factors influencing this connection.It's crucial to remember that stress response is highly individual, with what motivates one student potentially overwhelming another.Therefore, future research must integrate individual differences to paint a more nuanced picture of how stress impacts academic performance.Table5.5 paints an intriguing picture, suggesting a slight, potentially meaningful negative association between college students' task-oriented coping strategies and their academic achievement in HyFlex learning.While this trend doesn't reach statistical significance, it hints at a possible inverse relationship between actively tackling tasks and academic performance.However, further research is crucial to solidify this connection and unveil its underlying mechanisms.This finding stands in stark contrast to studies by Abdi Zarrin et al. (2019),Ansarisadr et al. (2022), andShokri et al. (2007) identified a positive correlation between task-oriented coping and academic success.This discrepancy underscores the complexity and contextdependence of the stress-coping-achievement nexus.Therefore, advancing our understanding necessitates delving deeper into individual differences and exploring alternative explanations for this unexpected association.The HyFlex learning environment itself may introduce unique factors influencing how students engage with challenges and their resulting academic outcomes.

Table 3 .
The Level of Experienced Stress among College Students in HyFlex Learning Environments

Table 4 .1
Salam et al. (2019)005)rategies Employed by College Students in HyFlex LearningEnvironments Conversely, "take corrective action immediately" received the lowest score, suggesting a potential need for further practice in proactively addressing challenges.Overall, the data reveals a prevalent use of task-oriented coping strategies, implying student autonomy, initiative, and effective stress management.This finding aligns with previous studies byFeyisa et al. (2022),Kariv and Heiman (2005), andSalam et al. (2019), strategies involve problem-solving, cognitive reappraisal, or minimizing stress impact.Among the sixteen items, "do what I think is best" garnered the highest mean score, indicating that students actively manage stress by taking ownership of their learning and making independent decisions."take it out on others" indicator score was the lowest, indicating that students generally avoided negative or aggressive behaviors towards others, demonstrating a preference for personal responsibility and respectful conduct.

Table 5 .1
Pearson r Results Correlating the Extent of Experienced Stress and Task-oriented CopingStrategies Employed by College Students in HyFlex Learning Envirnment.

Table 5 .2
Pearson r Results Correlating the Extent of Experienced Stress and Emotion-oriented Coping Strategies Employed by College Students in HyFlex Learning Environments

Table 5 .
Rice et al. (2021)ll, suggesting no statistically significant relationship between college students' emotion-oriented coping and their academic achievement in HyFlex learning.This echoes Abdi Zarrin et al.'s (2019) findings, further adding to the complexity of this connection.While this null association may suggest a negligible link, it's important to remember the broader implications of emotion-oriented coping.Rice et al. (2021)highlight that increased distress correlates with reliance on such strategies, potentially hindering learning success.This underscores the significance of fostering effective coping mechanisms for both academic achievement and student well-being.Therefore, implementing interventions that equip students with healthy emotion-oriented coping skills holds promise for a win-win outcome: improved academic performance alongside enhanced emotional wellbeing.