EFFECTIVENESS OF ONLINE ACADEMIC STRESS INTERVENTION IN CLASS 2 HIGH SCHOOL STUDENTS
Abstract
Academic stress is one of the biggest stressors for adolescents. Facing
academic stress, coping strategies being used is so important for deciding the impact of
academic stress itself. This study aims to test the effectiveness of online intervention for
enhancing coping stress strategies for lowering academic stress in students. Participants
in this study were 2nd grade high school students (n=6) aged 15-17 years old
experiencing medium to high academic stress, and used medium to high maladaptive
coping strategies based on screening. Instruments used were Educational Stress Scale
for Adolescents (ESSA) and Brief-COPE. The results of quantitative analysis using
ANOVA showed that there was a decrease on the average academic stress score (F (2,
10) =1.04; p < ,05), a decrease on the average maladaptive coping score (F (1.34, 6.67)
= 1.87; p < ,05). Meanwhile, there was no significant decrease in the average adaptive
coping score (F (1.4, 7.03) =1.04; p < ,05). Qualitatively, students can understand more
about academic stressors, stress reactions they experienced, and coping strategies
suitable for each of them. In conclusion, this online intervention can help 2nd grade high
school students lower academic stress, and decrease maladaptive coping strategies,
although this does not help students to enhance adaptive coping strategies significantly.
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