Poster #100 - Stress Coping Strategies in the COVID-19 Pandemic and Academic Outcome in a Large Online Class

• In Event: Poster Session 02

Abstract

The COVID-19 pandemic has impacted students in various aspects, such as academics, housing and travel, physical health, financial and work, social life, and mental health (Wang et al., 2022). Impacts in these domains led to increased stress levels reported by students (Son et al., 2020), which interfere with students’ physical and mental health and academic performance (Atlam et al., 2022). Using effective strategies to cope with stress is crucial for students’ health and academic success (Gustems-Carnicer et al., 2019). However, little research has looked into specific strategies reported by students, how those strategies may relate to students’ academic outcomes, and group differences in gender, race, and academic programs. This study aims to identify coping strategies reported by students in a large online class with both residential students (n = 277) and fully online students (n = 36). We also examine how strategies are related to academic outcome. Further, we test how the relationship between coping strategies and academic outcomes may differ by gender, racial group, and online vs. residential academic programs.

313 students gave consent and responded to an open-ended survey item regarding stress coping strategies. A codebook developed by Wang and Sterghos (2021) guided data coding, with inter-coder agreements ranging from 86.83% to 96.95% across three coding pairs. Students’ final percentage grades will be used as the outcome variable for academic performance.

Qualitative thematic analysis revealed four major types of coping strategies: behavioral, cognitive, informational, and emotional control strategies. One sample t-tests indicated significantly more behavioral control coping strategies (M = 3.13, SD = 1.62) reported than nonbehavioral coping strategies (M = 0.29, SD = 0.59, t(312) = 34.07, p < .001). Independent t-tests were used to assess differences of coping strategies among racial groups, gender, and educational program. White participants (M = 0.67, SD = 0.60) reported significantly more physical health strategies than non-White participants (M = 0.47, SD = 0.54, t(311) = 3.02, p = .003). Specifically, females (M = 0.29, SD = 0.51) reported more coping strategies involving time and information management than males (M = 0.05, SD = 0.22, t(115) = 5.04, p < .001), particularly schedule organization (Mfemale = 0.19, SDfemale = 0.39, Mmale = 0.03, SDmale = 0.16, t(125.48) = 4.70, p < .001), and moderating information input (Mfemale = 0.07, SDfemale = 0.25, Mmale = 0.00, SDmale = 0.00, t(272) = 4.38, p < .001). White participants (M = 0.59, SD = 0.49) reported physical exercise and activity more than non-White participants (M = 0.41, SD = 0.49, t(311) = 3.27, p = .001). Students in the online program (M = 0.14, SD = 0.35) reported using the cognitive coping strategy, positive adaptive thinking, more than students who are enrolled in the residential program (M = 0.05, SD = 0.21, t(38.83) = 2.80, p = .008). Further analysis will include moderated regression analyses to examine the relationship between coping strategy and academic outcome and how this differs across gender, race, and educational program. Findings and implications will be discussed at the presentation.

Authors

• Jacqueline Sterghos, University of North Florida
  Presenting Author

• Feihong Wang, University of Florida