Perceived academic stress and coping strategies among Cambodian college students: Examining the role of achievement emotions as moderators
The main purpose of the study was to examine the moderating role of achievement emotions (i.e., anxiety, shame, hope, and enjoyment) on the relationship between perceived academic stress and coping strategies (i.e., problem-focused and emotion-focused coping strategies) among Cambodian college stude...
Saved in:
| Main Author: | |
|---|---|
| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2014
|
| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/4601 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | De La Salle University |
| Language: | English |
| Summary: | The main purpose of the study was to examine the moderating role of achievement emotions (i.e., anxiety, shame, hope, and enjoyment) on the relationship between perceived academic stress and coping strategies (i.e., problem-focused and emotion-focused coping strategies) among Cambodian college students. Two hundred Cambodian dual degree college students in various fields of study from three main universities were recruited by using convenient sampling. They were 50.5% male and 49.5% female students. Their mean age was 20.89. Three standardized instruments were utilized in this study: the Perceived Stress Scale, the Academic Emotions Questionnaires, and the COPE Inventory. Hierarchical multiple regression was used to analyze the data. The findings of this study showed that anxiety, shame and enjoyment had moderating roles on the relationship between students perceived academic stress and their coping strategies while hope had no moderating role on the relationship. Specifically, anxiety enhanced the relationship between the students perceived academic stress and both emotion-focused and problem-focused coping strategies shame buffered the relationship between the students perceived academic stress and both emotion-focused and problem-focused coping strategies and enjoyment buffered the relationship between students perceived academic stress and a problem-focused coping strategy. The results provided some implications and recommendations to those who are involved in academic sectors (i.e., school administrators, teachers, school counselor, educational researchers and students etc.,) so that they can help ease the students learning process and bring out the very best and the hidden potential in each individual student. |
|---|