The aim of this study was to explore the predictive ability of sources of stress and a range of coping behaviours and outcome measures on student satisfaction and motivation. Most research exploring sources of stress and coping in students defines stress as psychological distress, with little attempt to consider positive experiences of stress.
A questionnaire was administered to 140 students from two universities. Questions were asked which measured sources of stress when rated as likely to contribute to distress and likely to help one achieve.
Support, control, self esteem, self-efficacy, academic results, general health and coping style were also measured, along with their potential affect on course satisfaction, motivation and feeling part of a learning society. Teaching quality, effective support and work-life balance are essential to student satisfaction and motivation. How educators interact with their students and the opportunities they create in and outside the class to promote peer support are likely to enhance satisfaction and motivation.
Analysis of the data showed that self-efficacy, dispositional control and general support were the strongest predictors, and time management as a hassle, and teaching quality as an uplift were important predictors in general health, academic results, and self esteem. Author keywords: Stress, coping, general health, academic results, self esteem, teaching