Understanding the Stressors Experienced by RSU Students during the Pandemic and their Coping Strategies: A Mixed-Method Inquiry
DOI:
https://doi.org/10.58780/rsurj.v6i2.133Keywords:
academic stress, convergent parallel mixed method, coping strategies, SCCAD coping frameworkAbstract
Using the convergent parallel mixed methods design, this study sought to identify the academic stressors experienced by Romblon State University education students during the COVID-19 pandemic and the coping strategies they employed to deal with the stressors. Four hundred seventy (470) students (96 males, 374 females) participated in the study. The inquiry focused on six stress-causing factors: relationship with teachers, relationship with classmates, technology-related factors, financial factors, psychological factors, and cognitive factors. Of these, technology-related factors were found to have caused the greatest amount of stress among the respondents, stating that they were “Stressed” by these factors. The remaining five stress-inducing factors were described by the respondents as having “Slightly Stressed” them. Qualitatively, four coping strategies emerged which were employed by the participants in dealing with stress, namely: spiritual strategies, connective strategies, cognitive-affective strategies, and divertive strategies, or the SCCAD coping framework. Recommendations were made to include the four coping strategies in any intervention program the Romblon State University may initiate in the future for the purpose of enhancing students’ capability in managing stress more effectively.
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