The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles

Abstract

While several studies have addressed the interconnections between self-assessment and academic stress, much uncertainty still exists about the mediating role of coping styles in this interplay. Therefore, this research aimed to determine the mediating role of coping styles in the relationship between the core of self-assessment and academic stress. To this aim, a total of 384 English as a foreign language (EFL) learners in the training institutes in Woldia, Ethiopia, filled out three questionnaires, including self-evaluations, the coping styles, and the academic stress. The analysis of the data using structural equation modeling revealed that the core of self-assessment had significant negative effects on academic stress, emotion-based coping, and avoidance. Furthermore, self-assessment with the mediating role of other factors, namely problem-oriented coping, emotion-based coping, and avoidance coping showed to have a negative and significant effect on academic stress. Based on the findings, it is possible to receive personality traits as an individual factor, predict differences in individuals coping styles of academic stress, and, as a result, teach appropriate coping styles to EFL learners to reduce their academic stress.

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

“…In the same line of inquiry, the relationships between L2 grit and self-efficacy as one aspect of CSA were confirmed (Yang et al, 2022 ). The findings of Jahara et al ( 2022 ) supported this finding. As they concluded, learners’ coping styles predict their abilities in CSA.…”

“…As the findings indicated learners who practice self-assessment show cognitive and metacognitive development during their research project. In line with this result, Jahara et al ( 2022 ) explored the influence of coping styles on CSA and academic stress in the EFL context. According to their findings, EFL learners who presented high levels of coping style are more powerful in self-assessment and stress management.…”

“…In this regard, Eysenck ( 1990 ) argued that CSA can be assumed as a measure of emotional stability. More importantly, self-assessment supports learners’ well-being (Jahara et al, 2022 ). To implement self-assessment, learners should practice metacognitive skills (Wei, 2020 ), critical thinking (Zhang, 2022 ), reflective thinking (Davoudi & Heydarnejad, 2020 ), self-efficacy beliefs (Namaziandost & Çakmak, 2020 ), and academic emotion (Khajavy, 2021 ; Khajavy et al, 2020 ; Pekrun et al, 2002 ).…”

The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

“…By the same token, Jahara et al (2022) concluded that EFL students' stress and CSA alter due to coping style strategies that the learners may apply. It was also found that the level of self-assessment depends on the learners' cognitive and metacognitive skills (Nemati et al, 2021;Wei, 2020).…”

Adopting Learning Strategies for English Language Acquisition on Secondary Level Students

“…It may be possible for language learners to improve their language skills more quickly, if they are capable of stimulating a wide range of language learning strategies (Paulmony et al, 2022;Vinu et al, 2022;Yunus et al, 2022). Students' ability to successfully improve their language abilities in line with the criteria set in place by students is contingent on the consistency of the learning technique chosen (Jahara et al, 2022;Fedderholdt, 1997). The educational system in Uttar Pradesh continues to be affected by a lack of linguistic skills among students.…”