Stress and Coping Strategies of High Performing and Low Performing Students in Hyblend Space: Basis for Psychosocial Support Program

This study examined the stress levels and coping mechanisms of high-achieving and low-achieving students in a hyblend learning modality, with the goal of establishing a foundation for the development of a psychosocial support program.  Data were gathered from a varied group of 300 college students from National University (NU) using a mixed-methods technique that involved questionnaires and semi-structured interviews. The findings indicate that student who perform well academically face increased levels of stress, mostly as a result of feelings of powerlessness and a lack of belief in their own abilities. In contrast, high-performing students utilize a greater number of problem-focused and emotion-focused coping techniques, whereas low-performing individuals tend to rely more heavily on avoidant coping mechanisms. The study revealed no statistically significant disparity in stress levels or coping mechanisms between the two groups. This implies that variables other than academic achievement, such as individual characteristics and contextual influences, may have a substantial impact on students' experiences of stress and their reactions to it. These findings emphasize the necessity of implementing comprehensive psychosocial therapies specifically designed to address the unique difficulties encountered by kids who perform at both high and low levels. A need to develop more specific support measures and further investigation on the root causes of stress and coping mechanisms in academic environments. This study enhances comprehension of the intricate correlation among academic achievement, stress, and coping strategies, calling for a comprehensive approach to student support services.