The role of teachers in mitigating student stress to progress learning

Willis, Alison; Grainger, Peter; Menzies, Stephanie; Dwyer, Rachael; Simon, Sue; Thiele, Catherine

doi:10.1177/0004944120982756

Cited by 10 publications

(5 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A student suffering from anxiety may find it challenging to participate actively in the class. The teacher plays a crucial role in identifying symptoms of different mental and physical disorders like anxiety, irritability, mood disorder, and eating disorders in students and finding solutions to resolve these (Willis et al 2020 ). A teacher is that important person who can contribute as a counselor, tutor, and parent by adopting several strategies to cope with students’ problems according to their needs, as teachers spend a large amount of time in contact with their students (Willis et al 2019 ).…”

Section: The Role Of Teachers In Students’ Mental Well-beingmentioning

confidence: 99%

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

2022

View full text Add to dashboard Cite

The COVID-19 pandemic has brought a dramatic change in teaching–learning practices in higher education across the world. The post-pandemic era with a new shift of teaching–learning phase raises the concern of students' psychological well-being, especially the novice, i.e., first-year undergraduate students, as first-year students often struggle to adjust to the new environment of higher institutions, thereby depressive symptoms are more prevalent among them. In this regard, a qualitative study was conducted followed by a dyadic approach to explore the symptoms of students’ psychological stressors, their causes, and provide essential remedies for coping with such behaviors in the post-pandemic era. The findings show that students’ stressors were commonly reported due to the academic workload, institutional regulations, lack of resources, and financial constraints. Regarding indications, unusual behavior, lack of confidence, improper sleep, and lack of motivation were identified as the primary symptoms of students’ stress. However, participants reported a lack of understanding regarding stress-related matters. Yet, students and faculty members try to adopt several strategies for reducing such stressors. By examining the perceived psychological stress, indications, and coping behaviors, this study enriches the literature by bridging pragmatic and theoretical gaps regarding students’ stressors of business management. Furthermore, the study mainly suggests that adequate institutional support should be provided to deal with students’ problems that cause stress. Also, universities should organize workshops or seminars to cultivate psychological health awareness among students and faculty members.

show abstract

Section: The Role Of Teachers In Students’ Mental Well-beingmentioning

confidence: 99%

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

2022

View full text Add to dashboard Cite

show abstract

“…Relying on transactional theories of stress (e.g., Lazarus, 1966;Lazarus and Folkman, 1984) we assume that reducing instructors' stress by reducing their cognitive overload will, by extension, benefit the students. Previous research has demonstrated that instructors play a key role in mitigating students' stress to progress learning (Willis et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Academic Management in Uncertain Times: Shifting and Expanding the Focus of Cognitive Load Theory During COVID-19 Pandemic Education

Gould

Sawarynski²,

Mohiyeddini³

2022

Front. Psychol.

View full text Add to dashboard Cite

Globally, the COVID-19 pandemic has forced medical education toward more “online education” approaches, causing specific implications to arise for medical educators and learners. Considering an unprecedented and highly threatening, constrained, and confusing social and educational environment caused by the COVID-19 pandemic, we decided to shift the traditional focus of the Cognitive Load Theory (CLT) from students to instructors. In this process, we considered recent suggestions to acknowledge the psychological environment in which learning happens. According to this fundamental fact, “Learning and instructional procedures do not occur in a situational vacuum.” Following this assertion, we adapted and implemented principles of CLT to reduce the extraneous load for our faculty to facilitate continued scholarly activity and support the overall wellbeing of our faculty during these trying times. The adoption of these principles enabled our team to cultivate attitudes and skills across multiple domains, such as online presentation technologies, implementing and maintaining a “classroom atmosphere” in a virtual environment, encouraging discussion among large online groups of students, facilitating group work, providing virtual office hours, and proactively planning for subsequent sessions.

show abstract

“…This is because the academic pressure experienced by students will have a negative influence on many factors. Previous studies have shown that academic pressure can have an impact on students' psychology (Lee et al, 2021;Lu, Nie and Sousa-Poza, 2021;Willis et al, 2021;Jiang et al, 2022;McLean, Gaul and Penco, 2022;Ramgoolam-Atchiamith et al, 2022;Wu, Ma and Luo, 2022;Brown et al, 2023). The results of previous research indicate that when students experience academic pressure, individual energy will be used up enormously, which can result in a decrease in their learning efficiency, they are depressed, low psychological well-being, low mental health, anxiety, fear, and other adverse psychological reactions.…”

Section: Consequence Of Academic Pressure On Student 1 Psychological ...mentioning

confidence: 99%

The Contexts of Academic Pressure: Narrative Review

Qomariyah,

Ekowati,

Mudzakkir

2023

bmss

View full text Add to dashboard Cite

Academic pressure is the pressure experienced by individuals related to academics. There are many contexts of academic pressure resulting from previous studies. The purpose of this research is to comprehensively explore and analyze the causes and impacts of academic pressure in many contexts. This research is important to do because currently there are increasing demands from an academic that must be understood by stakeholders to mitigate the emergence of negative impacts. The researcher conducted an article search using the keyword "academic pressure". Apart from keywords, researchers limit articles to English only. The article search was conducted on June 21 2023, and is limited to the year of publication between 2012 and 2023. The articles are articles sourced from the Scopus and Google Scholar databases. Researcher used narrative synthesis to summarize the evidence. The results of the review show that academic pressure has two major contexts, namely, students and lecturers. The antecedents and consequences of academic pressure on students and lecturers have also been discussed. A review of academic pressure can be a valuable contribution to stakeholders in determining and providing academic targets for students and lecturers. In addition, the results of this review of academic pressure can be a trigger for other researchers to study academic pressure in more depth related to the dimensions of academic pressure.

show abstract

The role of teachers in mitigating student stress to progress learning

Cited by 10 publications

References 15 publications

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

Academic Management in Uncertain Times: Shifting and Expanding the Focus of Cognitive Load Theory During COVID-19 Pandemic Education

The Contexts of Academic Pressure: Narrative Review

Contact Info

Product

Resources

About