Poziom stresu i strategie radzenia sobie studentów psychologii podczas sesji egzaminacyjnej online
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Celem pracy była analiza poziomu stresu i strategii radzenia sobie studentów psychologii podczas sesji egzaminacyjnej online, z uwzględnieniem znaczenia momentu pomiaru, stresorów charakterystycznych dla egzaminów zdalnych, doświadczenia w nauce online oraz wieku badanych. Badanie miało charakter ilościowy. Wykorzystano Skalę Odczuwanego Stresu PSS-10, Inwentarz Stanu i Cechy Lęku STAI, Mini-COPE oraz Autorski Kwestionariusz Stresorów Egzaminów Online. Porównano funkcjonowanie osób badanych bezpośrednio po egzaminie online oraz po zakończeniu całej sesji egzaminacyjnej. Wyniki wykazały, że lęk jako stan był istotnie wyższy bezpośrednio po egzaminie, natomiast nie odnotowano istotnych różnic między grupami w zakresie bardziej ogólnego poziomu odczuwanego stresu oraz zbiorczych wskaźników strategii radzenia sobie. Stwierdzono ponadto, że większe nasilenie stresorów online wiązało się z wyższym poziomem stresu i lęku oraz częstszym stosowaniem strategii emocjonalnych i unikowych. Większe doświadczenie w nauce online okazało się czynnikiem ochronnym, natomiast wyższy wiek wiązał się z niższym nasileniem stresu. Uzyskane wyniki wskazują, że stres egzaminacyjny online ma charakter wielowymiarowy i powinien być analizowany z uwzględnieniem zarówno cech sytuacji, jak i zasobów badanych.
The aim of this thesis was to analyse the level of stress and coping strategies among psychology students during an online examination session, taking into account the timing of measurement, stressors specific to remote exams, previous online learning experience, and participants’ age. The study had a quantitative design. The Perceived Stress Scale (PSS-10), the State-Trait Anxiety Inventory (STAI), the Mini-COPE, and an original Questionnaire of Online Exam Stressors were used. The functioning of participants assessed immediately after an online exam was compared with that of participants assessed after the end of the examination session. The results showed that state anxiety was significantly higher immediately after the exam, whereas no significant differences were found between the groups in the more general level of perceived stress or in aggregate coping strategy indicators. Greater intensity of online stressors was associated with higher stress and anxiety, as well as more frequent use of emotional and avoidant coping strategies. Greater online learning experience proved to be a protective factor, whereas higher age was associated with lower stress. The findings indicate that online examination stress is multidimensional and should be analysed with regard to both situational characteristics and participants’ resources.
The aim of this thesis was to analyse the level of stress and coping strategies among psychology students during an online examination session, taking into account the timing of measurement, stressors specific to remote exams, previous online learning experience, and participants’ age. The study had a quantitative design. The Perceived Stress Scale (PSS-10), the State-Trait Anxiety Inventory (STAI), the Mini-COPE, and an original Questionnaire of Online Exam Stressors were used. The functioning of participants assessed immediately after an online exam was compared with that of participants assessed after the end of the examination session. The results showed that state anxiety was significantly higher immediately after the exam, whereas no significant differences were found between the groups in the more general level of perceived stress or in aggregate coping strategy indicators. Greater intensity of online stressors was associated with higher stress and anxiety, as well as more frequent use of emotional and avoidant coping strategies. Greater online learning experience proved to be a protective factor, whereas higher age was associated with lower stress. The findings indicate that online examination stress is multidimensional and should be analysed with regard to both situational characteristics and participants’ resources.