Effectively Teaching Stressed Students

Effectively Teaching Stressed Students

Bruce L. Cook (Chicago ORT Technical Institute, USA)
Copyright: © 2016 |Pages: 14
DOI: 10.4018/978-1-5225-0078-0.ch013
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Abstract

Many educational techniques have the potential to relieve stress and improve quality. However, it's useful to remember that education is not available everywhere in the world, especially on a basis of equal access by rich and poor, men and women, regardless of culture. In this light, Stromquist and Monkman (2014) completed a study of globalization and education. The purpose was to recommend quality education even for marginalized areas, at low cost, regardless of shifts in geopolitical power, including state and non-state actors, corporations, and consulting firms. Given the prevalence of stress among students who study in an intercultural setting, it becomes important to discover specific techniques which might reduce stress and connect with students more effectively. Several examples from research are presented, followed by techniques adapted to various vocational subject areas.
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Sources Of Students’ Stress

In the academic environment, high expectations, information overload, academic pressure, unrealistic aspirations, limited prospects, and high competitiveness are some of the common sources of stress that create tension, fear, and anxiety in students (Sinha, Sharma, & Nepal, 2001). In a study by Dahlin, Joneborg, and Runeson (2005), undergraduate students indicated experiencing the highest degree of pressure from studies. Misra, Mckean, West, and Russo (2000) pointed out that students have found the requirement to meet assessment deadlines as a major source of stress. Students report experiencing academic stress with the greatest sources of academic stress coming from taking and studying for exams, grade competition, and the large amount of content to master in a small amount of time (Kohn & Frazer, 1986)

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