The Interplay between Social Environment, Perceived Stress and Coping among Students: A Case of Malawi University of Business and Applied Sciences.
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| Title: | The Interplay between Social Environment, Perceived Stress and Coping among Students: A Case of Malawi University of Business and Applied Sciences. |
|---|---|
| Alternate Title: | La Interacción entre el Entorno Social, el Estrés Percibido y las Estrategias de Afrontamiento entre Estudiantes: Un Caso de la Universidad de Negocios y Ciencias Aplicadas. |
| Authors: | Rashid, Sufyan1, Ngwira, Flemmings Fishani1 fngwira@mubas.ac.mw, Chikoja, Janet1 |
| Source: | International Journal of Educational Psychology. Jun2025, Vol. 14 Issue 2, p118-132. 15p. |
| Subject Terms: | *Students, *Academic achievement, *Social networks, *Universities & colleges, Subjective stress, Social context, Coping Strategies Questionnaire, Mental health |
| Geographic Terms: | Malawi |
| Abstract (English): | The social environment plays a crucial role in shaping students' learning experiences and mental well-being, ultimately impacting their academic performance. The study examined the interplay between social environment, perceived academic stress and coping strategies. The study participants were 374 undergraduate students enrolled at the Malawi University of Business and Applied Sciences in Blantyre, Malawi. The students completed an online selfadministered questionnaire, which was designed through Google Forms, a cloud-based data management tool, and was sent through different social media channels. The collected data were computed using IBM® SPSS® Statistics version 26. Reliability tests for the scales, descriptive and inferential statistics were conducted. The results indicated that the perceived stress is generally high among the students, but they used both functional and dysfunctional strategies to cope with their stress. Further, only support from lecturers, which is a functional coping strategy, negatively predicted academic stress, and dysfunctional coping strategies, such as alcohol abuse, positively predicted academic stress. These findings highlight the importance of reinforcing effective coping mechanisms and support networks to improve students' well-being and academic achievement. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El entorno social es crucial para configurar las experiencias de aprendizaje de los estudiantes y, en última instancia, influye en su rendimiento académico. El estudio examinó la interacción entre el entorno social, el estrés académico percibido y las estrategias de afrontamiento. Participaron en el estudio 374 estudiantes universitarios matriculados en la Malawi University of Business and Applied Sciences de Blantyre (Malawi). Los estudiantes rellenaron un cuestionario autoadministrado en línea, que fue diseñado a través de Google Forms y enviado a través de diferentes canales de medios sociales. Los datos recogidos se calcularon utilizando IBM® SPSS® Statistics versión 26. Se realizaron pruebas de fiabilidad de las escalas y estadísticas descriptivas e inferenciales. Los resultados indicaron que el estrés percibido es generalmente alto entre los estudiantes. Los estudiantes utilizaron estrategias tanto funcionales como disfuncionales para hacer frente a su estrés. Además, sólo el apoyo de los profesores, que es una estrategia de afrontamiento funcional, predijo negativamente el estrés académico. Las estrategias de afrontamiento disfuncionales, como el abuso del alcohol, predijeron positivamente el estrés académico. Estos resultados ponen de relieve la importancia de reforzar los mecanismos de afrontamiento eficaces y las redes de apoyo para mejorar el rendimiento académico de los estudiantes. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Educational Psychology is the property of International Journal of Educational Psychology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189072771 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Interplay between Social Environment, Perceived Stress and Coping among Students: A Case of Malawi University of Business and Applied Sciences. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: La Interacción entre el Entorno Social, el Estrés Percibido y las Estrategias de Afrontamiento entre Estudiantes: Un Caso de la Universidad de Negocios y Ciencias Aplicadas. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rashid%2C+Sufyan%22">Rashid, Sufyan</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ngwira%2C+Flemmings+Fishani%22">Ngwira, Flemmings Fishani</searchLink><relatesTo>1</relatesTo><i> fngwira@mubas.ac.mw</i><br /><searchLink fieldCode="AR" term="%22Chikoja%2C+Janet%22">Chikoja, Janet</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Psychology%22">International Journal of Educational Psychology</searchLink>. Jun2025, Vol. 14 Issue 2, p118-132. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+networks%22">Social networks</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Subjective+stress%22">Subjective stress</searchLink><br /><searchLink fieldCode="DE" term="%22Social+context%22">Social context</searchLink><br /><searchLink fieldCode="DE" term="%22Coping+Strategies+Questionnaire%22">Coping Strategies Questionnaire</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Malawi%22">Malawi</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The social environment plays a crucial role in shaping students' learning experiences and mental well-being, ultimately impacting their academic performance. The study examined the interplay between social environment, perceived academic stress and coping strategies. The study participants were 374 undergraduate students enrolled at the Malawi University of Business and Applied Sciences in Blantyre, Malawi. The students completed an online selfadministered questionnaire, which was designed through Google Forms, a cloud-based data management tool, and was sent through different social media channels. The collected data were computed using IBM® SPSS® Statistics version 26. Reliability tests for the scales, descriptive and inferential statistics were conducted. The results indicated that the perceived stress is generally high among the students, but they used both functional and dysfunctional strategies to cope with their stress. Further, only support from lecturers, which is a functional coping strategy, negatively predicted academic stress, and dysfunctional coping strategies, such as alcohol abuse, positively predicted academic stress. These findings highlight the importance of reinforcing effective coping mechanisms and support networks to improve students' well-being and academic achievement. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: El entorno social es crucial para configurar las experiencias de aprendizaje de los estudiantes y, en última instancia, influye en su rendimiento académico. El estudio examinó la interacción entre el entorno social, el estrés académico percibido y las estrategias de afrontamiento. Participaron en el estudio 374 estudiantes universitarios matriculados en la Malawi University of Business and Applied Sciences de Blantyre (Malawi). Los estudiantes rellenaron un cuestionario autoadministrado en línea, que fue diseñado a través de Google Forms y enviado a través de diferentes canales de medios sociales. Los datos recogidos se calcularon utilizando IBM® SPSS® Statistics versión 26. Se realizaron pruebas de fiabilidad de las escalas y estadísticas descriptivas e inferenciales. Los resultados indicaron que el estrés percibido es generalmente alto entre los estudiantes. Los estudiantes utilizaron estrategias tanto funcionales como disfuncionales para hacer frente a su estrés. Además, sólo el apoyo de los profesores, que es una estrategia de afrontamiento funcional, predijo negativamente el estrés académico. Las estrategias de afrontamiento disfuncionales, como el abuso del alcohol, predijeron positivamente el estrés académico. Estos resultados ponen de relieve la importancia de reforzar los mecanismos de afrontamiento eficaces y las redes de apoyo para mejorar el rendimiento académico de los estudiantes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Educational Psychology is the property of International Journal of Educational Psychology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17583/ijep.16390 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 118 Subjects: – SubjectFull: Students Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Social networks Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Subjective stress Type: general – SubjectFull: Social context Type: general – SubjectFull: Coping Strategies Questionnaire Type: general – SubjectFull: Mental health Type: general – SubjectFull: Malawi Type: general Titles: – TitleFull: The Interplay between Social Environment, Perceived Stress and Coping among Students: A Case of Malawi University of Business and Applied Sciences. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rashid, Sufyan – PersonEntity: Name: NameFull: Ngwira, Flemmings Fishani – PersonEntity: Name: NameFull: Chikoja, Janet IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 20143591 Numbering: – Type: volume Value: 14 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Educational Psychology Type: main |
| ResultId | 1 |
