By Hook or by Crook: Married Students’ Outlook in Coping Academic Stress

Eleanor G. Garingan^1,

¹College of Teacher Education, Quirino State University, Philippines

Cite this paper

Eleanor G. Garingan. By Hook or by Crook: Married Students’ Outlook in Coping Academic Stress. American Journal of Educational Research. 2021; 9(8):537-542. doi: 10.12691/EDUCATION-9-8-11

Abstract

This study aimed to explore the views of married students in coping academic stress. The participants of the research consisted of 10 married students who are now enrolled in College of Teacher Education-Bachelor of Elementary Education at Quirino State University Main Campus. Employing a phenomenological analysis, it explored the opinions of married students in coping academic stress. Revealed in the study was they concurred in majority that in coping academic stress is someone who possesses time management, income generating, personal attributes and spiritual qualities. Time management was the first strategy that participants described to successfully fill the roles as married student. This held constant across the groups and within each group. The strategy of time management emerged as the “premier” and leading effective strategy for participants. Participants also identified generating extra-income, wise budgeting as various systems of support that helped participants, attitude and a strong religious belief or faith in God. These strategies which top the list in coping academic stress rendered substantial standpoints in developing policies and intervention program in academic performance of students.

Keywords

academic stress, outlook, married student, coping, Phenomenological Analysis

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References

[1]	Anspaugh, D. J., Hamrick, M. H., & Rosato, F. D. (2003). Wellness: Concepts and applications (5th ed.). New York: McGraw-Hill.
[2]	Alvin, N.O. 2007. Handling Study Stress: Panduan Agar Anda Bisa Belajar Bersama Anak- Anak Anda. Jakarta: Elex Media Komputindo.
[3]	Gusniarti, U. 2002. Hubungan antara Persepsi Siswa terhadap Tuntutan dan Harapan Sekolah dengan Derajad Stres Siswa Sekolah Plus. Jurnal Psikologika, 7, 360-372.
[4]	Michie F, Glachan M, Bray D. 2001. An evaluation of factors influencing the academic self-concept, self- esteem and academic stress for direct and re- entry students in higher education”, Educational psychology, Vol. 21, pp. 455-472.
[5]	Frydenberg E. 2008. Stress and coping in adolescents: Advances in theory, research and practice. Paper presented at the 3rd International Conference on Child and Psychopathology, Roehampton University, London, 14-15 July 2008.
[6]	Shakir, M. (2002). The selection of case studies: Strategies and their applications to IS implementation case studies. Research Letters in the Informational Mathematical Sciences, 3, 191-198.
[7]	Yin, R. K. (2012). Applications of case study research (3rd ed.). Los Angeles, CA: Sage.
[8]	Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.
[9]	Kumar, R., & Nancy. (2013). Stress and coping strategies among nursing students. Nursing And Midwifery Research Journal, 7, 141-151.
[10]	Mostafavian, Z., Farajpour, A., Ashkezari, S. N., & Shaye, Z. A. (2018). Academic burnout and some related factors in medical students. Journal of Ecophysiology and Occupational Health, 18, 1-5.
[11]	Afolayan, J. A., Donald, B., Onasoga, O., Babafemi, A. A., & Juan, A. A. (2013). Relationship between anxiety and academic performance of nursing students, Niger Delta University, Bayelsa state, Nigeria. Advances in Applied Science Research, 4, 25-33.
[12]	Lumley, M. A., & Provenzano, K. M. (2003). Stress management through emotional disclosure improves academic performance among college students with physical symptoms. Journal of Educational Psychology, 95, 641-649.
[13]	Adiele, D., Judith, C. A., Morgan, G. P., Catherine, B., & Carolyne, L. M. (2018). Association of academic stress, anxiety and depression with social-demographic among medical students. International Journal of Social Science Studies, 6, 27-32.
[14]	Deb, S., Strodl, E., & Sun, J. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International Journal of Psychology and Behavioral Sciences, 5, 26-34.
[15]	Verma, S., Sharma, D., & Larson, R. W. (2002). School stress in India: Effects on time and daily emotions. International Journal of Behavioral Development, 26, 500-508.
[16]	Chen, J., Wu, Y., Yi, H., Li, Z., Eshita, Y., Qin, P., Chen, L., & Sun, J. (2013). The impact of academic stress on medical students attending college in the Inner Mongolia area of China. Open Journal of Preventive Medicine, 3, 149-154.
[17]	Ramli, N. H. H., Alavi, M., Mehrinezhad, S. A., & Ahmadi, A. (2018). Academic stress and self-regulation among university students in Malaysia: Mediator role of mindfulness. Behavioral Sciences, 8,12
[18]	Drolet, B. C., & Rodgers, S. (2010). A comprehensive medical student wellness program—design and implementation at Vanderbilt School of Medicine. Academic Medicine, 85, 103-110.
[19]	Kumaraswamy, N. (2013). Academic stress, anxiety and depression among college students a brief review. International Review of Social Sciences and Humanities, 5, 135-143.
[20]	Earnest, D. R., & Dwyer, W. O. (2010). In their own words: An online strategy for increasing stress-coping skills among college freshmen. College Student Journal, 44(4), 888-900. Retrieved from http://www.questia.com/...-248733622/in-their-own- words-an online-strategy-for-increasing on July 2017
[21]	Pajares F. (2002). Self-efficacy beliefs in academic contexts: An outline.
[22]	Lenz, S. (2010). Exploring college students' perception of their coping styles. LOGOS: A Journal of Undergraduate Research, 3, 68-82. Retrieved from http://www.missouristate.edu/assets/honors/Logos2010_text.pdf on July 2017.
[23]	Lin, Y. M., & Chen, F. S. (2009). Academic stress inventory of students at universities and colleges of technology. World Transactions on Engineering and Technology Education, 7, 157-162.
[24]	Khan, M. (2013). Academic Self-Efficacy, Coping, and Academic Performance in College. International Journal of Undergraduate Research and Creative Activities.
[25]	Kadhiravan, S. and Kumar, K. (2012), “Enhancing Stress Coping Skills among College Students”, Journal of Arts, Science & Commerce, Vol. 4, No. 1, Pp. 2231-4172.
[26]	Aun, W., Kimura, L., Hern, C. and Ahmad, S. (2011), “Psychological Factors in Academic Performance among College Students”, Proceeding of ITCTL 2011, 3rd International Conference on Teaching and Learning, Parkroyal Penang, Penang, Malaysia.
[27]	Sullivan, J. (2010), “Preliminary Psychometric Data for the Academic Coping Strategies Scale”, Assessment for Effective Intervention, Vol. 35, No.2, pp. 114-127.
[28]	Yasin, M. and Dzulkifli, M. (2009), “Differences in Psychological Problems between Low and High Achieving Students”, The Journal of Behavioural Science, Vol. 4, No. 1, Pp. 60-71.
[29]	Mahajan, A. (2010), “Stress in Medical Education: A Global Issue or much Ado about Nothing Specific”, South-East Asian Journal of Medical Education, Vol. 4, No. 2, Pp. 9-13.
[30]	Chang, E., Eddins-Folensbee, F., & Coverdale, J. (2012). Survey of the prevalence of burnout, stress, depression, and the use of supports by medical students at one school. Academic Psychiatry, 36, 177-182.
[31]	Ruzhenkov, V. A., Zhernakova, N. I., Ruzhenkova, V. V., Boeva, A. V., Moskvitina, U. S., Gomelyak, Y. N., & Yurchenko, E. A. (2016) Medical and psychological effectiveness of the discipline “psychological correction of crisis conditions” first-year students of medical affairs and pediatrics faculty. Medicine series. Pharmacy, 12, 106-110.
[32]	Kato, T. (2002). The role of the social interaction in the interpersonal stress process. Japanese Journal of Experimental Social Psychology, 41, 147-154.
[33]	Soffer, M. (2010). The role of stress in the relationships between gender and health- promoting behaviours. Scandinavian Journal of Caring Sciences, 24, 572-580.
[34]	Aherne, D., Farrant, K., Hickey, L., Hickey, E., McGrath, L., & McGrath, D. (2016). Mindfulness based stress reduction for medical students: Optimising student satisfaction and engagement. BMC Med Education, 16, 209.
[35]	Sharma, B., Wavare, R., Deshpande, A., Nigam, R., & Chandorkar, R. (2011). A study of academic stress and its effect on vital parameters in final year medical students at SAIMS medical college, Indore, Madhya Predesh. Biomedical Research, 22, 361-365.
[36]	Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16, 41-51.
[37]	Lammers, W. J., Onwuegbuzie, A. J., & Slate, J. R. (2001). Academic success as a function of the sex, class, age, study habits, and employment of college students. Research in the Schools, 8, 71-81.
[38]	Khatib, A. S. A. (2014). Time management and its relation to students’ stress, gender and academic achievement among sample of students at Al Ain University of Science and Technology, UAE. International Journal of Business and Social Research, 4, 47-58.
[39]	Nasreen, Mahbuba. Involvement of women in income generating activities in Bangladesh. Bangladesh Journal of Sociology. Volume 10, Number July 2 2013.
[40]	Grover, S. (2005). Advocacy by children as a causal factor in promoting resilience. Childhood, 12, 527-538.
[41]	Henderson, N., & Milstein, M.M. (2003). Resiliency in schools: Making it happen for students and educators. Thousand Oaks, CA: Corwin Press, Inc.
[42]	De Leon, S. (2005). Assimilation and ambiguous experience of the resilient male Mexican immigrants that successfully navigate American higher education. (Unpublished doctoral dissertation). University of Texas, Austin.
[43]	Michou, A., Mouratidis, A., Ersoy, E., & Uğur, H. (2016). Social achievement goals, needs satisfaction, and coping among adolescents. Personality and Individual Differences, 99, 260-265.
[44]	Perez, W., Espinoza, R. Ramos, K., Coronado, H. M., & Cortes, R. (2009). Academic resilience among undocumented Latino students. Hispanic Journal of Behavioral Sciences, 31(2), 149-181.
[45]	Thomsen, K. (2002). Building resilient students: Integrating resiliency into what you already know and do. Thousand Oaks, CA: Corwin Press.
[46]	Aviles de Bradley, A. M. (2011). Unaccompanied homeless youth: Intersections of homelessness, school experiences and educational policy. Child & Youth Services, 32, 155-172.
[47]	Brown, W. K. (2004). Resiliency and the mentoring factor. Reclaiming children and youth, 13(2), 75-79.
[48]	Bandura, A. (2006). Self-efficacy Beliefs of Adolescents. Greenwich, CT: Information Age.
[49]	Taylor, R.L. (2000, Nov. 4th).The Iowa Dispositions. Eastern Kentucky University. Retrieved from nk.edu.
[50]	Regnerus. M.D. (2001). Making the grade; the influence of religion upon the academic performance of youth in disadvantaged communities. Report 01-14, Center for Research on religion and Urban Civil Council, University of Pennsylvania.
[51]	Raghallaigh, M. N. (2011). Religion in the lives of unaccompanied minors: An available and compelling coping resource. British Journal of Social Work, 41, 539-556.