Stress and Anxiety Levels of the College of Teacher Education students and their Motivation to Learn: An Input to an Intervention Program

Authors

  • Lerma P. Buenvinida Buenvinida College of Teacher Education Laguna State Polytechnic University-Los Banos Campus, Los Banos, Laguna, 4030, Philippines
  • Consorcia S.Tan College of Teacher Education Laguna State Polytechnic University-Los Banos Campus, Los Banos, Laguna, 4030, Philippines
  • Maria Teresa M. Rodriguez College of Teacher Education Laguna State Polytechnic University-Los Banos Campus, Los Banos, Laguna, 4030, Philippines
  • Lustina P. Lapie College of fisheries Laguna State Polytechnic University-Los Banos Campus,Los Banos, Laguna, 4030, Philippines
  • Flora H. Salandanan College of fisheries Laguna State Polytechnic University-Los Banos Campus,Los Banos, Laguna, 4030, Philippines

Keywords:

Anxiety, Motivation, Pandemic, Social Isolation, Stress

Abstract

The stress and anxiety experienced by many students during this pandemic affect their motivation  to learn in this new normal education set up. Motivation is one of the major concerns irrespective of which study model is adopted whether online, blended, hybrid or a myriad variation. This descriptive-correlational study determined the perceived levels of stress, anxiety and academic motivation  to learn during this Covid-19 pandemic situation  of the  191 students selected though simple random sampling of the College of Teacher Education and the  relationship between  student-respondents’ level of stress and anxiety and their level of academic motivation. To assess  students’ perceived stress, anxiety and academic motivation,  the COVID-19 Student Stress Questionnaire (CSSQ), Generalized Anxiety Disorder (GAD-7) and Academic Motivation Scale were utilized. The questionnaires were administered through google forms.   Findings revealed that more than 40 % of the students perceived that their relationships with their relatives, colleagues and university professors as somewhat stressful; 40 % perceived the risk of covid-19 as moderately stressful; 20 % perceived their academic studying experience very stressful and more than 15 % found the risk of contagion and social isolation very stressful. Moreover, 38 % exhibit moderate anxiety, 29 % are experiencing mild anxiety while 28 % had severe anxiety and  only  5 % minimal anxiety level. Results revealed that all the indicators of motivation have positive significant relationships with the stress indicators.

For future research, similar study can be conducted to determine the relationship of demographic profiles of the respondents to the stress, anxiety and levels of motivation to learn and adopt the intervention program so the students of the college may cope up with the challenges of Covid 19 pandemic.

References

A. Islam , S.D. Barna, H. N. Raihan, N. A. Khan, T. Hossain (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. https://doi.org/10.1371/journal.pone.0238162

N. Hadler (2021). Coping with the COVID-19 Pandemic as a College Student.

https://medicine.umich.edu

Y. Bao, Y. Sun, Y., S. Meng, J. Shi, L. Lu (2020). 2019-nCoV epidemic: Address mental health care to empower society. Lancet 2020, 395, e37–e38.

W. Cao, Z. Fang, G. Hou, M. Han, X. Xu, J. Dong, J. Zheng, The psychological impact of the COVID-19 epidemic on college students in China. J. Psychiatry Res. 2020, 287, 112934.

G. Wang, Y. Zhang, J. Zhao, J. Zhang, F. Jiang (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet 2020, 395, 945–947

K. Kroenke , R. L. Spitzer , J. B. Williams ,P. O. Monahon, B. Lowe (2007). Anxiety disorders in primary care: prevalence, impairment, comorbidity, and detection. Ann Intern Med. 2007 Mar 6 146(5):317-25.

A. Testa, R. Giannuzzi, F. Sollazzo, L. Petrongolo, L. Bernardini, S. Daini (2013).Psychiatric emergencies (part I): Psychiatric disorders causing organic symptoms. Eur. Rev. Med. Pharmacol. Sci. 17, 55–64.

K. Singh (2011). Academic Motivation among Urban & Rural Students: A Study on Traditional vs Open Education System in India. Turkish Online Journal of Distance Education. Oct 1, 2011

J. Reeve (2015). Understanding motivation and emotion (6th ed.). Hoboken, NJ: Wiley.

P. Pintrich (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, https://doi.org/10.1037/00 22- 0663.95.4.667

B.J. Zimmerman (1990). Self-Regulated Learning and Academic Achievement: An Overview Educational Psychologist 25(1):3-17 DOI:10.1207/s15326985ep2501_2

C. Gbollie & H. P. Keamu (2017). Student Academic Performance: The Role of Motivation, Strategies and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning https://doi.org/10.1155/2017/1789084

J.A. Cresswell (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Third Edition. Pearson Prentice Hall. USA.

M.C. Zurlo, M. F.C. Della Volta, F. Vallone(2020). COVID-19 Student Stress Questionnaire: Development and Validation of a Questionnaire to Evaluate Students' Stressors Related to the Coronavirus Pandemic Lockdown. Front Psychology Journal. 2020 Oct 22;11:576758. doi: 10.3389/fpsyg.2020.576758. eCollection 2020.

R.S. Lazarus and S. Folkman (1984). Stress, appraisal and coping. New York: Springer.

J. Smith, and A. M. Onencan (2020). Academic Motivation Scale (AMS) Intrinsic Motivation (IM) Questionnaire and Data. DO. 10.5281/zenodo.3866179 https://zenodo.org/record/3866179#.YHWW6ugzbIU

S. Sundarasen, K. Chinna, K. Kamaludin, M. Nurunnabi, G.M. Baloch, H.B. Khoshaim, S. F. A. Hossain, A. Sukayt (2020). Psychological Impact of COVID-19 and Lockdown among University Students in Malaysia: Implications and Policy Recommendations. International Journal of Environmental Research and Public Health. 17(17):6206. https://doi.org/10.3390/ijerph17176206

H. S. Alyami, A. Y. Naser, E. Z. Dahmash, M.H. Alyami, M. S. Alyami (2020). Depression and anxiety during 2019 coronavirus disease pandemic in Saudi Arabia: a cross-sectional study. doi: https://doi.org/10.1101/2020.05.09.20096677

K. Al-Gelban, H. S. Al-Amri, O. A. Mostafa (2009). Prevalence of depression, anxiety and stress as measured by the depression, anxiety, and stress scale (DASS-42) among secondary school girls in Abha, Saudi Arabia. Sultan Qaboos Univ Med Journal. https://doi.org/10.3389/fpsyt.2020.579750

T. A. Bahhawi, O. B. Albasheer, A. M. Makeen, A. M. Arishi, O. M. Hakami, S.M. Maashi, H. K. Al-Khairat, O. M. Alganmy, Y. A. Sahal, A. A. Sharif ,M. S. Mahfouz (2018). Depression, anxiety, and stress and their association with khat use: a cross-sectional study among. Jazan University students, Saudi Arabia. Neuropsychiatric Disease and Treatment, 14, 2755–761 https://doi.org/10.2147/NDT.S182744.

R. Trigueros, A. Padilla, J.M. Aguilar-Parra, M.J. Lirola, A.V. García-Luengo, P. Rocamora-Pérez, R. López-Liria(2020). The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students International Journal Environmental Research and Public Health.17(23):9089 DOI:10.3390/ijerph17239089.

Downloads

Published

2022-02-19

How to Cite

Buenvinida, L. P. B., Consorcia S.Tan, Maria Teresa M. Rodriguez, Lustina P. Lapie, & Flora H. Salandanan. (2022). Stress and Anxiety Levels of the College of Teacher Education students and their Motivation to Learn: An Input to an Intervention Program. American Scientific Research Journal for Engineering, Technology, and Sciences, 86(1), 77–88. Retrieved from https://www.asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/7433

Issue

Section

Articles