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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| Vydané v: | Frontiers in psychology Ročník 13; s. 995089 |
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| Hlavní autori: | , , , , |
| Médium: | Journal Article |
| Jazyk: | English |
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Frontiers Media S.A
18.08.2022
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| ISSN: | 1664-1078, 1664-1078 |
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| Abstract | 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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| AbstractList | 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. 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.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. |
| Author | Drüge, Marie Fritsche, Lara Apolinário-Hagen, Jennifer Salewski, Christel Bögemann, Cornelia |
| AuthorAffiliation | 3 Faculty of Medicine, Institute for Occupational, Social and Environmental Medicine, Centre for Health and Society, Heinrich Heine University Düsseldorf , Düsseldorf , Germany 1 Department of Psychology, Clinical Psychology and Psychotherapy Research, University of Zurich , Zurich , Switzerland 2 Department of Health Psychology, University of Hagen , Hagen , Germany |
| AuthorAffiliation_xml | – name: 1 Department of Psychology, Clinical Psychology and Psychotherapy Research, University of Zurich , Zurich , Switzerland – name: 3 Faculty of Medicine, Institute for Occupational, Social and Environmental Medicine, Centre for Health and Society, Heinrich Heine University Düsseldorf , Düsseldorf , Germany – name: 2 Department of Health Psychology, University of Hagen , Hagen , Germany |
| Author_xml | – sequence: 1 givenname: Marie surname: Drüge fullname: Drüge, Marie – sequence: 2 givenname: Lara surname: Fritsche fullname: Fritsche, Lara – sequence: 3 givenname: Cornelia surname: Bögemann fullname: Bögemann, Cornelia – sequence: 4 givenname: Jennifer surname: Apolinário-Hagen fullname: Apolinário-Hagen, Jennifer – sequence: 5 givenname: Christel surname: Salewski fullname: Salewski, Christel |
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| Cites_doi | 10.1016/j.mhp.2015.04.006 10.3389/fpubh.2020.574969 10.1037/cou0000014 10.17718/tojde.328942 10.1007/s11553-017-0620-3 10.1080/07448481.2021.1960849 10.1080/01587919.2016.1158768 10.1080/07448481.2015.1117462 10.1017/jgc.2014.2 10.2196/jmir.9293 10.1080/08923647.2020.1748491 10.2307/2136404 10.30935/cedtech/6059 |
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| Copyright | Copyright © 2022 Drüge, Fritsche, Bögemann, Apolinário-Hagen and Salewski. Copyright © 2022 Drüge, Fritsche, Bögemann, Apolinário-Hagen and Salewski. 2022 Drüge, Fritsche, Bögemann, Apolinário-Hagen and Salewski |
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| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 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 |
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| Title | Comparing stress, areas of stress and coping-strategies between distance-learning and on-campus students – A mixed-methods approach |
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