Academic Stress Predictors and Engagement of Teacher Education Students during Pandemic: A Mixed-methods Study
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Abstract
Background and Aim: Academic stress can affect student engagement, particularly during crisis-driven shifts in learning modality. This sequential explanatory mixed-methods study examined academic stress predictors and student engagement among Teacher Education students at Northwestern Mindanao State College of Science and Technology, Tangub City, during the pandemic. Specifically, it assessed life satisfaction, locus of control, gender identity, and social support as predictors and examined their relationship with affective, cognitive, behavioral, and social engagement.
Materials and Methods: The study employed a sequential explanatory mixed-methods design. Quantitative data were collected from 222 Teacher Education students using modified and expert-validated survey questionnaires. Descriptive statistics, multiple regression, and Pearson correlation analysis were used to determine stress predictor levels, engagement levels, significant predictors, and relationships among variables. Qualitative data were gathered through in-depth interviews with 12 randomly selected students across programs and year levels. Interview data were analyzed using thematic analysis to explain and enrich the quantitative findings.
Results: Students were often satisfied with life, showed low internal locus of control, sometimes reflected on gender identity, and sometimes received social support. Their affective, cognitive, behavioral, and social engagement levels were high. Multiple regression analysis showed that life satisfaction (p = 0.015), locus of control (p = 0.003), and social support (p < 0.005) significantly predicted student engagement, whereas gender identity was not significant (p = 0.595). Correlation analysis indicated a significant weak positive relationship between significant stress predictors and student engagement (r = 0.448, p < 0.001). Qualitative findings generated nine themes, including life satisfaction, positive attitude, perceived control, social support, learning modality, study habits, learning environment, school support, and part-time work as factors shaping academic engagement.
Conclusion: Student engagement is influenced by both personal and contextual factors. Higher life satisfaction, positive attitudes, stronger perceived control, and adequate social support promote academic engagement, while learning modality, home environment, institutional support, study habits, and work demands may strengthen or weaken engagement. The findings highlight the need for responsive learning environments, institutional support systems, and student-centered interventions to sustain engagement during educational disruptions.
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