Comparing stress, areas of stress and coping-strategies between distance-learning and on-campus students – A mixed-methods approach

In recent years, the increase in stress experienced by students, and the related health problems have become a key challenge for health psychologists. The aim of this cross-sectional survey study was to compare stress, areas of stress and coping-strategies of 246 distance-learning (81.7% female; 33....

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Vydáno v:Frontiers in psychology Ročník 13; s. 995089
Hlavní autoři: Drüge, Marie, Fritsche, Lara, Bögemann, Cornelia, Apolinário-Hagen, Jennifer, Salewski, Christel
Médium: Journal Article
Jazyk:angličtina
Vydáno: Frontiers Media S.A 18.08.2022
Témata:
areas of stress
coping strategies
distance-learning students
mixed-methods
on-campus students
Psychology
stress
ISSN:1664-1078, 1664-1078
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Shrnutí:In recent years, the increase in stress experienced by students, and the related health problems have become a key challenge for health psychologists. The aim of this cross-sectional survey study was to compare stress, areas of stress and coping-strategies of 246 distance-learning (81.7% female; 33.62 years, SD = 9.30) and 254 on-campus students (82.3% female; 24.23 years, SD = 3.99). One-way analyses of variance showed no significant differences in perceived stress and stress symptoms between the student groups. Stress-inducing areas were revealed by qualitative content analysis. Chi-square tests showed that on-campus students significantly more often reported study- and performance-related areas, whereas conflicts between work and private life were more present among distance-learning students. Results also indicated that on-campus students significantly more often cope with stress by means of social support. These findings may help tailoring stress-management interventions for different student groups.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Milan Kubiatko, J. E. Purkyně University, Czechia; Mohamed Oubibi, Zhejiang Normal University, China
Edited by: Jian-Hong Ye, Beijing Normal University, China
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.995089