THEORETICAL FRAMEWORK
This study is anchored to Academic Stress Theory by Campbell et al. (2020).
This theory posits that academic stress is a complex and dynamic experience that is
influenced by multiple factors. The theory suggests that academic stress results from
the interaction between an individual's cognitive appraisal of academic demands and
their coping resources. The theory is based on previous research on stress and coping,
including the transactional model of stress and coping proposed by Lazarus and
Folkman (1984) and the integrative model of stress proposed by McEwen and Stellar
(1993). It also draws on research on academic stress, including studies on the sources
and consequences of academic stress (e.g., Frenzel et al., 2018; Shah & Hasan, 2019).
The Academic Stress Theory proposes that cognitive appraisals of academic
demands are influenced by a range of individual, interpersonal, and environmental
factors, including personal goals, beliefs, values, and prior academic experiences.
Coping resources, on the other hand, include both internal resources, such as self-
efficacy and resilience, and external resources, such as social support and access to
academic resources. The theory suggests that individuals who perceive academic
demands as challenging and who have low coping resources are more likely to
experience academic stress, which can lead to negative academic and psychological
outcomes. However, the theory also suggests that individuals who perceive academic
demands as opportunities and who have high coping resources may experience
positive academic and psychological outcomes, such as academic achievement and
well-being.
This study is also anchored to Theory of Planned Behavior by Icek Ajzen (1991).
This theory provide a useful framework for understanding and predicting students’
coping behaviors in the context of academic stress. Attitudes toward coping strategies
can influence students' intentions to use them. Research has found that positive
attitudes toward coping strategies such as problem-solving and cognitive restructuring
are associated with higher intentions to use them (e.g. van der Meer, B akker, & Serlie,
2018). On the other hand, negative attitudes toward coping strategies such as social
support seeking are associated with lower intentions to use them (e.g. Kim, Lee, &
Chun, 2019). Subjective norms can also play a role in students' coping behaviors.
Social support from peers and family members can be an important factor in coping with
academic stress (e.g. Liu, Chen, & Yao, 2019), and students may be influenced by the
coping behaviors of those around them. Research has found that perceived social
norms for coping strategies such as relaxation techniques and social support seeking
are positively associated with intentions to use them (e.g. Ye & Ng, 2019). Perceived
behavioral control can also be an important factor in students' coping behaviors.
Students who perceive that they have the skills and resources to use a particular coping
strategy may be more likely to use it when experiencing stress. For example, students
who perceive that they have good time management skills may be more likely to use
time management strategies to cope with academic stress (e.g. Sari, Aslan, & Sari,
2020).
Intention is a key predictor of behavior according to Theory of Planned Behavior.
Students who have strong intentions to use a particular coping strategy are more likely
to actually use that strategy when experiencing stress (e.g. de Sá & Teixeira, 2017).
However, it is important to note that other factors can also influence coping behaviors,
such as environmental constraints and situational factors (e.g. Liu et al., 2019). Overall,
TPB provides a useful framework for understanding and predicting students' coping
behaviors in the context of academic stress. By considering students' attitudes,
subjective norms, and perceived behavioral control, educators and mental health
professionals can develop interventions to support students in managing their stress
levels and promoting well-being.
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