Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning
DOI:
https://doi.org/10.48017/dj.v9i1.2913Keywords:
HyFlexlearning, Stress, Coping Strategies,, Academic AchievementAbstract
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, copingstrategies, and academic achievement in HyFlex learningenvironments. 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 participantswho preferredtask-oriented coping strategies. Interestingly, a significant positive association was observed between stress levels and academic achievement and emotion-oriented copingstrategies, while a negative correlation emerged between stress and task-oriented copingstrategies. Avoidance-oriented copingstrategies, 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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References
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