Levels of stress, coping strategies in relation to scholastic performance : a comparative study

Abstract

A between groups design employing questionnaires was used to examine sources of stress, coping strategies and their relationship to scholastic performance amongst 919 students in Form I and Form IV in Maltese State schools. Results indicated that 'very heavy school bags', 'losing a best friend', and 'syllabus is too long and crammed' seem to be the three major sources of stress for students in Maltese State schools. Results also showed significant differences in the perception of stressors and the use of coping strategies according to sex, age, type of school and socioeconomic status. Various significant correlations were found between stress factors and scholastic performance. Results also indicated that middle and low performance groups seem to be suffering more stress due to School discipline/Management and Classroom/School Environment whereas high performance groups are significantly more stressed by the fear of Getting it wrong. The implications of these findings are discussed with reference to self-regulation theory and educational practice, and directions for future research are suggested.