调查学生在COVID-19期间进行灵活在线学习时的情绪稳定性,作为压力管理的预测因素

Flordeliza S. Gagani, Bernel Carredo, Edith Abigail Daan, Juliano Enriquez, Mary Judail Fernan, Irene Manlunas, Emilio Jose Tayurang
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引用次数: 2

摘要

由于新冠肺炎疫情,为了保障人身安全,正在制定限制和指导方针,总的来说,这给学生的日常活动带来了困难。因此,本定量非实验研究旨在确定情绪稳定性是否是菲律宾宿务市圣卡洛斯大学2020-2021学年高中学生压力管理的预测因子,这些学生从事灵活的在线学习方式。采用非比例分层随机抽样的方法,对80名12年级学生进行在线调查。线性回归分析的结果显示,R和R2分别为0.28和0.08(调整后的R2为0.07),这意味着高度显著的F (1,78) = 6.79, ms残差= 0.31,p < 0.05,使用95%的置信水平,残差总体标准差估计的标准误差为0.39。这意味着自变量情绪稳定性(ES)显著影响因变量压力管理(SM)。模型方程SM = 1.71 + 0.50 (ES)预测情绪稳定水平越高,压力管理水平越高。这意味着情绪稳定的学生更善于管理压力。这些成果鼓励了每个机构的学术和行政支助服务部门之间的合作,并在国内提供更强有力的社会支助。这一次,家长的参与对每个学生的全面发展和形成起着至关重要的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Investigating students' emotional stability as a predictor of stress management while engaging in flexible online learning during COVID-19
Due to the COVID-19 pandemic, restrictions and guidelines are being enacted for the safety of the people, and generally, it has caused difficulties in the daily activities among students. Hence, this quantitative non-experimental study aimed to determine if emotional stability is a predictor of stress management among Senior High School students of the University of San Carlos in Cebu City, Philippines in the school year 2020-2021, who engage in a flexible online modality of learning. Adapted Likert-type survey tools were utilized to gather data online from 80 Grade 12 students who were selected through stratified non-proportionate random sampling. Results using linear regression analysis revealed a significant R and R2 value of .28 and .08(adjusted R2 was .07) respectively, which means highly significant F (1, 78) = 6.79, MSresidual = .31, p < .05 using a 95% level of confidence with a .39 standard error of the estimate from the population standard deviation of the residuals. This means that the independent variable emotional stability (ES) significantly and statistically affects the dependent variable stress management (SM). The modeled equation SM = 1.71 + .50 (ES) predicts that the higher the level of emotional stability, the higher the level of stress management. This implies that emotionally stable students are better at managing their stress. These results encouraged collaboration among the academic and administrative support services in every institution and stronger social support at home. This time, parental involvement plays a vital role in the holistic development and formation of every student.
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