Identifying Early College Students' Perceived Stress and Coping Strategies and Their Effect on School Performance: A Mixed-Methods Study

• In Event: Multiple Perspectives on Accountability in Schools

Abstract

This mixed-methods study explored Early College students’ perceived stress levels, frequently utilized coping strategies, relationships among these items, and their impact on academic performance at the collegiate level. Participants included 82 Early College students from two urban high schools enrolled in classes at a large, Southeastern research university. All participants completed stress and coping surveys; ten participants partook in a focus group session; and all participants’ college grades were collected at the conclusion of the semester. Quantitative results indicated no significant correlations between perceived stress levels and academic performance. However, results demonstrated positive significant correlations between participants with low perceived stress scores and several coping strategies. Qualitative analysis identified notable perceived stressors, coping activities, and recommendations for improving programmatic operations.

Authors

• Cedrick Dortch, Georgia State University

• Miles Anthony Irving, Georgia State University

• Jennifer R. Esposito, Georgia State University