Academic Stress Predictors and Engagement of Teacher Education Students during Pandemic: A Mixed-methods Study
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Abstract
Background and Aim: This sequential explanatory mixed-methods study determined the stress levels of the academic stress predictors and levels of student engagement among the 442 Teacher Education students in Northwestern Mindanao State College of Science and Technology, Tangub City.
Materials and Methods: The quantitative data gathered using modified and validated survey questionnaires revealed the stress level of the following academic stress predictors: the students’ Life Satisfaction is often received, the students have low internal Locus of Control, the students’ Gender Identity is sometimes thought, and the students’ Social Support is sometimes received; the levels of affective engagement, cognitive engagement, behavioral engagement and social engagement are high. Through multiple regression analysis, among the stress predictors, life satisfaction, locus of control, and social support are statistically significant with a significance level of 0.05. Using in-depth interviews of 12 participants from the randomly selected students per program in every year level, the qualitative data were analyzed using thematic analysis.
Results: There is a significant relationship between the significant stress predictors and student engagement, with an r-value of 0.448 interpreted as a weak correlation. There are eight themes that emerged, highlighting how the perceived academic stress predictors affect student engagement.
Conclusion: Student engagement comes from oneself, as a positive attitude, a higher level of life satisfaction, and a strong locus of control lead to higher academic engagement. Moreover, the external factors that surround a learner might affect those self-driven factors, such as received support that encourages students and the learning environment that possibly affects students’ study habits and choice of learning modality.
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