Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning

Abstract

Effective stress management strategies correlate with improved academic performance in college students, yet inconsistent findings in existing research warrant further investigation. This study explored the intricate interplay between stress levels, coping mechanisms, and academic achievement in HyFlex learning. A stratified random sample of 111 students from five specializations within the Bachelor of Secondary Education program participated. Utilizing a descriptive-correlational design, data were collected through validated self-report questionnaires and a weighted general average. Subsequent descriptive statistics and bivariate correlation analysis revealed moderate stress levels among participants who preferred task-oriented coping strategies. Interestingly, a significant positive association was observed between stress levels and academic achievement and emotion-oriented coping, while a negative correlation emerged between stress and task-oriented coping. Avoidance-oriented coping, conversely, displayed a significant negative association with academic success. These findings underscore the crucial role of educational institutions in providing robust support mechanisms for stress management and cultivating a task-focused learning environment to optimize student well-being and academic performance within the HyFlex model.

The Relationship between Academic Stress and Dropout Intention of University Students: The Mediating Role of Teacher and Family Support

“…The student management department needs to have a support strategy as well as the students themselves need to learn how to control and cope with stress while studying (Ma & Del, 2023). Task-oriented coping (Morento et al, 2024), mindfulness (Gallego et al, 2014;Maharana et al, 2023), time management (Yanina et al, 2020) are strategies and solutions to effectively cope with stress in studying.…”