Academic Coping Strategies Among Undergraduate Students In Nakhon Si Thammarat Province, Thailand
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Date
2016-02
Authors
Kuncharin, Linatda
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
The three scales of Academic Coping Strategy Scales (ACSS) comprising
Approach, Avoidance, and Social Support strategies have been recommended to help
Thai undergraduate students to cope with their academic performance problems.
Sequential explanatory mix methods design was used to answer the research
questions and to test the research hypotheses following the objectives of this study.
The Three Scales of Academic Coping Strategy on academic performance problems
(adapted and revised from Sullivan, 2010) was used as an instrument. Samples were
randomly selected from six schools at two universities in Nakhon Si Thammarat,
Thailand. These samples consisted of 240 second year students from Ratchamangala
University of Technology and 480 second year students from Walailak University
(students 18-20 years old). A structured interview was conducted with 12
respondents who have experienced academic performance problems. The data
collected were analysed using descriptive analysis such as means and standard
deviations, and chi-square test, t-test. In addition, the one-way repeated measures
ANOVA were applied. The results from the quantitative analysis showed that the
respondents of this study agreed that the three scales of academic coping strategy
have helped undergraduate students cope with their academic performance problems.
Altogether, 650 students agreed that the approach coping strategy helped them cope
with their academic performance problems. Another 569 students agreed that
avoidance coping strategy helped them cope with their academic problems. Finally,
483 students agreed that social support coping strategy helped them cope with their academic performance problems. To summarise, the findings show that Thai
undergraduate students have used the approach coping strategy most frequently when
they have academic performance problems. In addition, they practiced avoidance
coping strategy and social support coping strategy less frequently, when facing
difficulties to perform well in their studies. To support the quantitative findings,
qualitative analysis was used to analyse data collected from a structured interview
through thematic analysis. The interview results clearly showed that academic coping
strategies helped students cope with their academic performance problems.
Therefore, lecturer, counsellors, academic advisors and mentors need to improve
their teaching strategy to include all the three scales of academic coping strategy in
helping students to cope with their academic performance problems.
Description
Keywords
Academic