Learning Skills and Academic Stress Coping Styles in Senior High School Students
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Published:
Oct 17, 2019
Keywords:
Learning skills, academic stress, stress coping styles, fundamental variables
Main Article Content
Abstract
This study focused on the fundamental variables affecting how learning skills predict stress coping styles. Data were gathered from 279 students in Grades 10–12 from a demonstration school. Questionnaire answers were analyzed by stepwise multiple regression and canonical correlation to identify the best predictors of each learning skill and stress coping style. Learning skills were correlated strongly with student lesson attendance 4–7 times per week, and especially when they were in Grade 10. Stress coping style usage was shown consistently by male students studying in the science program, and attending lessons 4–7 times per week. Finally, results from the study revealed that surface learning skills positively correlated with passive emotion and passive problem coping styles, but negatively correlated with active problem coping. These results will help teachers plan lessons that will encourage positive learning styles in students.
Article Details
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Research Articles
Copyright: Asia-Pacific International University reserve exclusive rights to publish, reproduce and distribute the manuscript and all contents therein.
References
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Can, S. (2009). The effects of science student teachers’ academic achievements, their grade levels, gender and type of education they are exposed to on their 4mat learning styles. (Case of Mugla University, Turkey.) Procedia – Social and
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De Anda, D., Baroni, S., Boskin, L., Buchwald, L., Morgan, J., Ow, J., . . . Weiss, R. (2000). Stress, stressors and coping among high school students. Children and Youth Services Review, 22(6), 441–463.
Deasy, C., Coughlan, B., Pironom, J., Jourdan, D., & Mannix-McNamara, P. (2014). Psychological distress and coping amongst higher education students: A mixed method enquiry. PLoS ONE, 9(12), e115193. doi: 10.1371/journal.pone.0115193
Dembo, M. (1991). Applying educational psychology in the classroom. New York: Longman.
Diseth, A., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80(4), 671–687. doi: 10.1348/ 000709910X492432
Duff, A. (2004). Understanding academic performance and progression of first – year accounting and business economics undergraduates: The role of approaches to learning and prior academic achievement. Accounting Education, 13(4), 409–430. doi: 10.1080/0963928042000306800
Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231–1244. doi: 10.1002/jclp.20295
Elias, H., Ping, W., & Abdullah, M. (2011). Stress and academic achievement among undergraduate students in university Putra Malaysia. Procedia – Social and Behavioral Sciences, 29, 646–655. doi.org/10.1016/ j.sbspro.2011.11.288
Elias, R. (2005). Students’ approaches to study in introductory accounting courses. Journal of Education for Business, 80(4), 194–199.
Feld, L., & Shusterman, A. (2015). Into the pressure cooker: Student stress in college preparatory high schools. Journal of Adolescence, 41, 31–42. doi.org/10.1016/j.adolescence.2015.02.003
Forbus, P., Newbold, J., & Mehta, S. (2011). A study of non – traditional and traditional students in terms of their time management behaviors, stress factors, and coping strategies. Academy of Educational Leadership Journal, 15, 109–125.
George, D., Dixon, S., Stansal, E., Gelb, S., & Pheri, T. (2008). Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates. Journal of American College Health, 56(6), 706–715. doi: 10.3200/JACH.56.6.706 – 715
Haarala – Muhonen, A., Ruohoniemi, M., & Lindblom – Ylänne, S. (2011). Factors affecting the study pace of first – year law students - in search of study counseling tools. Studies in Higher Education, 36(8), 911–922. dx.doi.org/10.1080/03075079.2010.488722
Hammermeister, J., & Burton, D. (2004). Gender differences in coping with endurance sport stress: Are men from Mars and women from Venus? Journal of Sport Behavior, 27(2), 148–164.
Hvidtjorn, D., Hjelmborg, J., Skytthe, A., Christensen, K., & Hvidt, N. (2014). Religiousness and religious coping in a secular society: The gender perspective. Journal of Religious Health, 53, 1329–1341. doi: 10.1007/s10943-013-9724-z
Jackling, B. (2005). Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting. Accounting Education, 14(3), 271–291. doi.org/10.1080/ 06939280500036364
Kosheleva, E., Amarnor, A., & Chernobilsky, E. (2015). Stress factors among international and domestic students in Russia. Procedia – Social and Behavioral Sciences, 200, 460–466. doi.org/10.1016/ j.sbspro.2015.08.096
Krueger, L. (2012). Age – related effects of study time allocation on memory performance in a verbal and a spatial task. Educational Gerontology, 38(9), 604–615. doi: 10.1080/ 03601277.2011.595327
Lee, H., & Mason, D. (2014). Cultural and gender differences in coping strategies between Caucasian American and Korean American older people. Journal of Cross Cultural Gerontology, 29(4), 429–446. doi: 10.1007/s10823-014-9241-x
Lei, S. (2015). Variation in study patterns among college students: A review of literature. College Student Journal, 49(2), 195–198.
Lewis, T., Salzberg, C., & Steinberg, K. (2015, April). Gender differences of coping strategies in dealing with college stress. Paper presented at the 18th Annual Georgia College Student Research Conference, Milledgeville, GA, USA.
Lin, Y., & Chen, F. (2010). A stress coping style inventory of students at universities and colleges of technology. World Transactions on Engineering and Technology Education, 8(1), 67–72.
Lovell, B., Lee, R., & Brotheridge, C. (2009). Gender differences in the application of communication skills, emotional labor, stress-coping and well-being among physicians. The International Journal of Medicine, 2(3), 273–278.
Lucas, B. (2001). Creative teaching, teaching creativity and creative learning. In A. craft, B. Jeffrey, & M. Leibling (Eds.), Creativity in Education (pp. 35–44). London: Continuum.
Ludlum, M., Hongell, L., Tigerstedt, C., & Alsobrook, L. (2016). The study habits of Finnish college students: A two sample investigation. College Student Journal, 50(2), 212–218. www.projectinnovation.biz/csj. html
May, R., & Casazza, S. (2012). Academic major as a perceived stress indicator: Extending stress management intervention. College Student Journal, 46(2), 264–273.
Nonis, S., Hudson, G., Logan, L., & Ford, C. (1998). Influence of perceived control over time on college students’ stress and stress – related outcomes. Research in Higher Education, 39(5), 587–605.
Norman, D. (1991). Cognitive artifacts. In J.M. Carroll (Ed.), Designing interaction (pp. 17–38). New York: Cambridge University Press.
Owen, J., Klapow, J., Roth, D., Nabell, L., & Tucker, D. (2004). Improving the effectiveness of adjuvant psychological treatment for women with breast cancer: The feasibility of providing online support. Psycho- Oncology, 13(4), 281–292. doi.org/10.1002/pon.733
Owens, M., Stevenson, J., Hadwin, J., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International, 33(4), 433–449. doi.org/10.1177/0143034311427433
Owens, M., Stevenson, J., Norgate, R., & Hadwin, J. (2008). Processing efficiency theory in children: Working memory as a mediator between test anxiety and academic performance. Anxiety, Stress and Coping: An International Journal, 21(4), 417–430. doi.org/10.1080/10615800701847823
Parveen, F., & Javed, S. (2015). Gender differences in adolescent’s health: The effect of coping mechanism. The international Journal of Indian Psychology, 3(1), 155–164.
Putwain, D., Woods, K., & Symes, W. (2010). Personal and situational predictors of test anxiety of students in post – compulsory education. British Journal of Educational Psychology, 80(Pt 1), 137–160. doi.org/10.1348/000709909X466082
Rytkönen, H., Parpala, A., Lindblom–Ylänne, S., & Postareff, L. (2012). Factor affecting bioscience students’ academic achievement. Instructional Science, 40(2), 241–256. doi: 10.1007/s11251-011-9176-3
Shahmohammadi, N. (2011). Students’ coping with stress at high school level particularly at 11th & 12th grade. Procedia Social and Behavioral Sciences, 30, 395–401. doi.org/10.1016/j.sbspro.2011.10.078
Stegers-Jager, K., Cohen-Schotanus, J., & Themmen, A. (2012). Motivation, learning strategies, participation and medical school performance. Medical Education, 46(7), 678–688. doi: 10.1111/j.1365-2923.2012. 04284.x
Stelnicki, A., Nordstokke, D., & Saklofske, D. (2015). Who is the successful university student? An analysis of personal resources. Canadian Journal of Higher Education, 45(2), 214–228.
Tang, K. (1994). Effects of modes of assessment on students’ preparation strategies. In G. Gibbs (Ed.), Improving student learning–theory and practice (pp. 151–170). Oxford: Oxford Centre for Staff Development, Oxford Brookes University.
Thenga, N., Mutshaeni, H., & Mashau, T. (2015). Secondary school learners’ stress coping strategies. International Journal of Educational Sciences, 10(1), 21–27. doi.org/10.1080/09751122.2015.118 90335
Witkin, H., Moore, C., Goodenough, D., & Cox, P. (1977). Field–dependence and field–independence cognitive styles and their educational implications. Review of Educational Research, 47(1), 1–64.
Zekeri, A., & Baba, P. (2014). Evaluation of skills needed in college education by colleges of agriculture alumni from 1862 and 1890 Land Grant universities in Alabama and Tennessee. College Student Journal, 48(2), 322–324.
Abdulghani, H., Al–Drees, A., Khalil, M., Ahmad, F., Ponnamperuma, G., & Amin, Z. (2014). What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study. Medical Teacher, 36(1), S43–S48. doi: 10.31090142159X.2014.888011
Anshel, M., Sutarso, T., & Jubenville, C. (2009). Racial and gender differences on sources of acute stress and coping style among competitive athletes. The Journal of Social Psychology, 149(2), 159–178. doi.org/10.3200/SOCP.149.2
Ben-Eliyahu, A., & Kaplan, A. (2015). Growth curve modeling analysis of social and academic coping during elementary school. Journal of Applied Developmental Psychology, 41, 99–109. dx.doi.org/10.1016/ j.appdev.2015.09.001
Brown, S., White, S., Wakeling, L., & Naiker, M. (2015). Approaches and study skills inventory for students (ASSIST) in an introductory course in chemistry. Journal of University Teaching & Learning Practice, 12(3), 1–12. Retrieved from https://ro.uow.edu.au/jutlp/vol12/iss3/6
Byrne, M., Flood, B., & Willis, P. (2002). Approaches to learning of European business students. Journal of Further and Higher Education, 26(1), 19–28. doi: 10.1080/ 03098770120108275
Can, S. (2009). The effects of science student teachers’ academic achievements, their grade levels, gender and type of education they are exposed to on their 4mat learning styles. (Case of Mugla University, Turkey.) Procedia – Social and
Behavioral Sciences, 1(1), 1853–1857. doi.org/10.1016/j.sbspro.2009. 01.327
Davidson, R. (2002). Relationship of study approach and exam performance. Journal of Accounting Education, 20(1), 29–44.
De Anda, D., Baroni, S., Boskin, L., Buchwald, L., Morgan, J., Ow, J., . . . Weiss, R. (2000). Stress, stressors and coping among high school students. Children and Youth Services Review, 22(6), 441–463.
Deasy, C., Coughlan, B., Pironom, J., Jourdan, D., & Mannix-McNamara, P. (2014). Psychological distress and coping amongst higher education students: A mixed method enquiry. PLoS ONE, 9(12), e115193. doi: 10.1371/journal.pone.0115193
Dembo, M. (1991). Applying educational psychology in the classroom. New York: Longman.
Diseth, A., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80(4), 671–687. doi: 10.1348/ 000709910X492432
Duff, A. (2004). Understanding academic performance and progression of first – year accounting and business economics undergraduates: The role of approaches to learning and prior academic achievement. Accounting Education, 13(4), 409–430. doi: 10.1080/0963928042000306800
Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231–1244. doi: 10.1002/jclp.20295
Elias, H., Ping, W., & Abdullah, M. (2011). Stress and academic achievement among undergraduate students in university Putra Malaysia. Procedia – Social and Behavioral Sciences, 29, 646–655. doi.org/10.1016/ j.sbspro.2011.11.288
Elias, R. (2005). Students’ approaches to study in introductory accounting courses. Journal of Education for Business, 80(4), 194–199.
Feld, L., & Shusterman, A. (2015). Into the pressure cooker: Student stress in college preparatory high schools. Journal of Adolescence, 41, 31–42. doi.org/10.1016/j.adolescence.2015.02.003
Forbus, P., Newbold, J., & Mehta, S. (2011). A study of non – traditional and traditional students in terms of their time management behaviors, stress factors, and coping strategies. Academy of Educational Leadership Journal, 15, 109–125.
George, D., Dixon, S., Stansal, E., Gelb, S., & Pheri, T. (2008). Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates. Journal of American College Health, 56(6), 706–715. doi: 10.3200/JACH.56.6.706 – 715
Haarala – Muhonen, A., Ruohoniemi, M., & Lindblom – Ylänne, S. (2011). Factors affecting the study pace of first – year law students - in search of study counseling tools. Studies in Higher Education, 36(8), 911–922. dx.doi.org/10.1080/03075079.2010.488722
Hammermeister, J., & Burton, D. (2004). Gender differences in coping with endurance sport stress: Are men from Mars and women from Venus? Journal of Sport Behavior, 27(2), 148–164.
Hvidtjorn, D., Hjelmborg, J., Skytthe, A., Christensen, K., & Hvidt, N. (2014). Religiousness and religious coping in a secular society: The gender perspective. Journal of Religious Health, 53, 1329–1341. doi: 10.1007/s10943-013-9724-z
Jackling, B. (2005). Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting. Accounting Education, 14(3), 271–291. doi.org/10.1080/ 06939280500036364
Kosheleva, E., Amarnor, A., & Chernobilsky, E. (2015). Stress factors among international and domestic students in Russia. Procedia – Social and Behavioral Sciences, 200, 460–466. doi.org/10.1016/ j.sbspro.2015.08.096
Krueger, L. (2012). Age – related effects of study time allocation on memory performance in a verbal and a spatial task. Educational Gerontology, 38(9), 604–615. doi: 10.1080/ 03601277.2011.595327
Lee, H., & Mason, D. (2014). Cultural and gender differences in coping strategies between Caucasian American and Korean American older people. Journal of Cross Cultural Gerontology, 29(4), 429–446. doi: 10.1007/s10823-014-9241-x
Lei, S. (2015). Variation in study patterns among college students: A review of literature. College Student Journal, 49(2), 195–198.
Lewis, T., Salzberg, C., & Steinberg, K. (2015, April). Gender differences of coping strategies in dealing with college stress. Paper presented at the 18th Annual Georgia College Student Research Conference, Milledgeville, GA, USA.
Lin, Y., & Chen, F. (2010). A stress coping style inventory of students at universities and colleges of technology. World Transactions on Engineering and Technology Education, 8(1), 67–72.
Lovell, B., Lee, R., & Brotheridge, C. (2009). Gender differences in the application of communication skills, emotional labor, stress-coping and well-being among physicians. The International Journal of Medicine, 2(3), 273–278.
Lucas, B. (2001). Creative teaching, teaching creativity and creative learning. In A. craft, B. Jeffrey, & M. Leibling (Eds.), Creativity in Education (pp. 35–44). London: Continuum.
Ludlum, M., Hongell, L., Tigerstedt, C., & Alsobrook, L. (2016). The study habits of Finnish college students: A two sample investigation. College Student Journal, 50(2), 212–218. www.projectinnovation.biz/csj. html
May, R., & Casazza, S. (2012). Academic major as a perceived stress indicator: Extending stress management intervention. College Student Journal, 46(2), 264–273.
Nonis, S., Hudson, G., Logan, L., & Ford, C. (1998). Influence of perceived control over time on college students’ stress and stress – related outcomes. Research in Higher Education, 39(5), 587–605.
Norman, D. (1991). Cognitive artifacts. In J.M. Carroll (Ed.), Designing interaction (pp. 17–38). New York: Cambridge University Press.
Owen, J., Klapow, J., Roth, D., Nabell, L., & Tucker, D. (2004). Improving the effectiveness of adjuvant psychological treatment for women with breast cancer: The feasibility of providing online support. Psycho- Oncology, 13(4), 281–292. doi.org/10.1002/pon.733
Owens, M., Stevenson, J., Hadwin, J., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International, 33(4), 433–449. doi.org/10.1177/0143034311427433
Owens, M., Stevenson, J., Norgate, R., & Hadwin, J. (2008). Processing efficiency theory in children: Working memory as a mediator between test anxiety and academic performance. Anxiety, Stress and Coping: An International Journal, 21(4), 417–430. doi.org/10.1080/10615800701847823
Parveen, F., & Javed, S. (2015). Gender differences in adolescent’s health: The effect of coping mechanism. The international Journal of Indian Psychology, 3(1), 155–164.
Putwain, D., Woods, K., & Symes, W. (2010). Personal and situational predictors of test anxiety of students in post – compulsory education. British Journal of Educational Psychology, 80(Pt 1), 137–160. doi.org/10.1348/000709909X466082
Rytkönen, H., Parpala, A., Lindblom–Ylänne, S., & Postareff, L. (2012). Factor affecting bioscience students’ academic achievement. Instructional Science, 40(2), 241–256. doi: 10.1007/s11251-011-9176-3
Shahmohammadi, N. (2011). Students’ coping with stress at high school level particularly at 11th & 12th grade. Procedia Social and Behavioral Sciences, 30, 395–401. doi.org/10.1016/j.sbspro.2011.10.078
Stegers-Jager, K., Cohen-Schotanus, J., & Themmen, A. (2012). Motivation, learning strategies, participation and medical school performance. Medical Education, 46(7), 678–688. doi: 10.1111/j.1365-2923.2012. 04284.x
Stelnicki, A., Nordstokke, D., & Saklofske, D. (2015). Who is the successful university student? An analysis of personal resources. Canadian Journal of Higher Education, 45(2), 214–228.
Tang, K. (1994). Effects of modes of assessment on students’ preparation strategies. In G. Gibbs (Ed.), Improving student learning–theory and practice (pp. 151–170). Oxford: Oxford Centre for Staff Development, Oxford Brookes University.
Thenga, N., Mutshaeni, H., & Mashau, T. (2015). Secondary school learners’ stress coping strategies. International Journal of Educational Sciences, 10(1), 21–27. doi.org/10.1080/09751122.2015.118 90335
Witkin, H., Moore, C., Goodenough, D., & Cox, P. (1977). Field–dependence and field–independence cognitive styles and their educational implications. Review of Educational Research, 47(1), 1–64.
Zekeri, A., & Baba, P. (2014). Evaluation of skills needed in college education by colleges of agriculture alumni from 1862 and 1890 Land Grant universities in Alabama and Tennessee. College Student Journal, 48(2), 322–324.