Perceived stress and coping strategies among advanced level biology stream students in selected schools in Batticaloa

Abstract

Students who study advanced-level biology stream have a challenging curriculum, which frequently results in high levels of perceived stress. Education attainments are significantly affected by the high level of stress. Coping strategies are helpful in managing stress. This study aimed to identify perceived stress levels and coping strategies among advanced-level- biology stream students in selected schools in Batticaloa. The study has utilised a quantitative research approach. The study design was a descriptive cross-sectional study. It consisted of a content validation. The validated questionnaire was used to collect data among the students. The questionnaire incorporates three sections: (i) Socio-demographic factors; (ii) Perceived stress and (iii) Coping strategies. Stratified random sampling was used to select the sample. The calculated sample size was 184 individuals who are studying biological streams in selected schools in the Batticaloa educational zone. Descriptive statistics were used to calculate content validity indices and students’ responses to the questionnaire in percentages, frequencies, and means. The associations of demographic factors with the stress scale were assessed through a chi-square test. The association of stress level with coping strategy was determined through Pearson’s correlation test. This study investigated 184 Advanced-level Biology stream students' perceived stress and coping mechanisms at selected Batticaloa schools; the majority of the participants were female (68.5%). Most participants (n = 110; 59.80%) categorized their stress levels as moderate. Additionally, a smaller group of students (n = 33; 17.90%) had low stress scores, whereas 41 students (22.30%) had high stress scores. The most popular types of coping strategies were wishful thinking (M = 4, SD = 1) and problem-focused thinking (M = 4, SD = 1). Avoidance was the least popular category of coping strategies (M = 2.85, SD = 0.72). Chi-square analysis revealed a significant association between perceived stress and both past psychiatric disorders and academic challenges. Moreover, Perceived stress levels were positively correlated with both avoidance and self-blame (p < .05). This study revealed that Batticaloa advanced-level science students encounter significant stress linked to past psychological issues and academic challenges. While coping mechanisms like wishful and problem-focused thinking are prevalent, maladaptive strategies like avoidance and self-blame correlate with higher stress levels. Implementing stress management interventions and support systems is crucial to enhance students' well-being and academic success.