Coping Strategies for Academic Pressure among Adolescents in Islamic Schools

Desi Ariska; Reza Fazan Dihaq

doi:10.35134/jpsy165.v19i1.691

Authors

Desi Ariska Universitas Hamzanwadi
Reza Fazan Dihaq Universitas Ahmad Dahlan

DOI:

https://doi.org/10.35134/jpsy165.v19i1.691

Keywords:

Coping strategies, Qualitative research, Students, Psychological well-being

Abstract

Academic stress is a common challenge experienced by students and may affect their psychological well-being and coping strategies. This study aims to explore students’ experiences of academic stress and the coping strategies they employ to manage academic demands. Using a qualitative research design, data were collected through semi-structured interviews with participants selected using purposive sampling. The data were analyzed using thematic analysis following Braun and Clarke’s framework. The findings revealed several sources of academic stress, including academic workload, performance expectations, and time management difficulties. In response to these stressors, students employed various coping strategies, such as problem-focused coping, emotion-focused coping, and religious coping. The results indicate that coping strategies play a crucial role in helping students manage academic stress and maintain psychological balance. This study contributes to the literature by providing an in-depth understanding of students’ subjective experiences of academic stress and coping, which may inform educational institutions in developing appropriate support programs.

Keywords: Coping strategies; Qualitative research; Students; Psychological well-being

References

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.

Ang, R. P., & Huan, V. S. (2006). Academic expectations stress inventory: Development, factor analysis, reliability, and validity. Educational Psychology Measurement, 66(3), 522–539. https://doi.org/10.1177/0013164405282461

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE.

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.

Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E. K., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence. Journal of Child Psychology and Psychiatry, 58(4), 372–390. https://doi.org/10.1111/jcpp.12600

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.

Deb, S., Strodl, E., & Sun, J. (2015). Academic stress, parental pressure, anxiety, and mental health among Indian high school students. International Journal of Psychology and Behavioral Sciences, 5(1), 26–34. https://doi.org/10.5923/j.ijpbs.20150501.04

Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise. Annual Review of Psychology, 55, 745–774. https://doi.org/10.1146/annurev.psych.55.090902.141456

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903

Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi‐structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847

Pargament, K. I. (1997). The psychology of religion and coping: Theory, research, practice. Guilford Press.

Pargament, K. I., Koenig, H. G., & Perez, L. M. (2000). The many methods of religious coping. Journal of Clinical Psychology, 56(4), 519–543. https://doi.org/10.1002/(SICI)1097-4679(200004)56:4<519::AID-JCLP6>3.0.CO;2-1

Pargament, K. I., Feuille, M., & Burdzy, D. (2011). The brief RCOPE. Journal of Religion and Health, 50(1), 51–64. https://doi.org/10.1007/s10943-009-9282-5

Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE.

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201

Suldo, S. M., Shaunessy, E., & Hardesty, R. (2009). Relationships among stress, coping, and mental health in high‐achieving high school students. Psychology in the Schools, 46(10), 924–940. https://doi.org/10.1002/pits.20427

Thoits, P. A. (2010). Stress and health. Journal of Health and Social Behavior, 51(1_suppl), S41–S53. https://doi.org/10.1177/0022146510383492

Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories. Developmental Psychology, 48(2), 300–314. https://doi.org/10.1037/a0025478

Yusuf, M., & Wahyuni, S. (2018). Religiosity and stress coping among adolescents. Journal of Psychology and Behavioral Science, 6(2), 45–53.

Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2