Navigating Stress in the Digital Classroom: Coping Strategies of Financial Management Students

Navigating Stress in the Digital Classroom: Coping Strategies of Financial Management Students

Medilyn M. Ines, PhD

PhD, Instructor II, College of Business and Management, Isabela State University, Cauayan Campus

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000221

Received: 24 April 2025; Accepted: 03 May 2025; Published: 07 June 2025

ABSTRACT

The academic experience of college students has been entirely transformed by the move to online flexible learning, presenting new difficulties that put their mental and emotional resilience to the test. The study investigates the coping strategies adopted by Financial Management Students at Isabela State University – Cauayan City Campus in response to the challenges of online flexible learning. The main causes of stress and the coping strategies employed by students were determined using a structured survey and a quantitative descriptive research methodology. The findings indicated that the most prevalent stressors were the lack of in-person engagement, internet-related problems, and academic pressures. Students responded by implementing a variety of coping strategies, such as social support, emotional control, time management, and exercise. Students who employed adaptive coping strategies reported reduced levels of stress, according to the study, which also found a substantial correlation between coping strategies and stress levels. These results highlight how important it is for educational institutions to offer focused mental health assistance and give students useful coping strategies in the rapidly changing world of the digital classroom.

Keywords:  Digital Classroom, Stress, Coping Strategies, Financial Management Students, Mental Health

INTRODUCTION

Stress is a large term with much bigger effects, yet we can manage it by making little adjustments to our daily routine. No one can totally eliminate stress from their lives, but some students manage their stress better than others and some feel more pressured than others. Therefore, Stress is a complex phenomenon that subtly increases and contributes to chronic health issues and mental health disorders, as well as lowering productivity at work, lowering our quality of life, and dramatically raising medical costs (Manosso, 2022) Many of them experience adversity and challenges in their academic and professional lives.

Stress is not expressed on the same way by different people in different work contexts( Abbas &, & Roger, 2013). (Malach-Pines & Keinan, 2007) defined stress as the insight of incongruity between environmental burden (stressors) and person’s ability to fulfill these demands. Other sources of stress exist as well, including from academic and personal sources (Tharani et. Al., 2017). Academic stress is a student’s perception of the pressure they face, time constraints to complete assignments, academic workload, and their academic self-perception (Bedewy & Gabriel 2015). Academic stress was referred to as stress that was brought to my classroom. It most frequently happens in a learning environment, where it can have an impact on instructors, students, and learners of all academic levels. When students are working hard to accomplish the academic goals, they have for themselves, stress is a major source of the issues they face.  Coping strategies are necessary for managing stress and preventing its adverse outcomes (Labrague, 2017). Coping with stress can be achieved by providing opportunities for students to talk about what they have in common with peers without feeling different.

Academic stress has been reported to be the most common mental state that medical students experience during their training period (Ramli et al., 2018). New challenges are faced by students who gain admission into tertiary education; the switch from high school to university frequently comes with new stressors and needs suitable coping techniques. It is anticipated that students handle academic stressors as well as incorporating scholastic and medical assignments; stressors experienced by individuals that encompass cope with balancing the mission of that stage of existence with wide-ranging college-related stressors, such as retrieving funds as well as stressors related to peers (Bamuhair et al., 2015). Coping strategies utilized more than once by learners to minimize levels of stress include effective time management, social help, constructive reassessment, and commitment to comfortable interests. Tolerating responsibility and self-blame are also coping strategies useful in the first year of medical school tertiary education. The pattern is shifted to challenging, intellectual, and strategic problem-solving in the later years (Ahmadi et. al., 2018). Stress can also affect students’ physical and emotional health, and noted symptoms of physical illness (Thompson et. al., 2022).

A study in Malaysia found that stress has also been found to contribute to fatigue, dizziness, gastrointestinal symptoms, and irritability (Ramachandiran & Dhanapal, 2018). Stress has been found to be related to smoking, substance abuse, illegal activities, and moral issues (Sajid et al., 2017). Unhealthy behaviors have both immediate and later consequences. In the short term, unhealthy habits make it harder for students to study, and it has been noted that healthier students are known to have better academic success (Meyer & Larson, 2018).

This study aims to learn about Navigating Stress in the Digital Classroom: Coping Strategies of Financial Management Students. Specifically, this study addresses the following questions:

1. What factors contribute to stress in financial management students?
2. What are the different stress coping strategies of financial management students?

Coping with challenges during academic studies is affected by many factors. Dealing with stress, anxiety, and/or difficult emotions at university can interfere with the ability to pay attention, learn new information. Stress factors can be a lack of time, an overloaded curriculum, tests, perfectionism (i.e., setting expectations toward oneself too high), competitiveness among students and family problems. Most students face continuous pressure for a good academic performance (Qamar & Ansari, 2022). Although the concept of coping strategies is still a controversial issue (Stanisławski, 2019), numerous distinctive adapting behaviors have been considered within the long history of research about stress. Some of the coping behaviors are considered more active, i.e., cognitive reframing (Tobin et al., 1989), whereas other strategies are more passive (e.g., social withdrawal). Some other coping behaviors have been identified during collective crises by (Fullana et. al., 2020); for example, following routines or maintaining healthy habits during COVID-19 breakdown.

METHODOLOGY

This study uses quantitative research, which measures the relationship among available variables. This study emphasizes collecting data in the form of numbers. (Lismay, 2021) Quantitative research is explaining phenomena by collecting numerical data that is analyzed using mathematically based methods (in particular statistics). Meanwhile, (Muijs, 2010) describes that quantitative research is essentially about collecting numerical data to explain a particular phenomenon. Descriptive research involves gathering data to describe an event or a phenomenon (Shaver, 1993). The collected data are then organized, tabulated, depicted, and described. The data collection methods used for descriptive research are surveys, interviews, observations, and portfolios.

The data are information or facts used in discussing or deciding the answer to a research question. The subjects of the study are the source of the data that can be collected for research. The researchers will use online websites like Google Scholar and Google, which collect books, documents, and other printed materials, as the source of data.

The total population of the 415 financial management students from, with a sample size of 200. The respondents in this study are 200 Financial Management students from Isabela State University’s Cauayan City Campus.

The study utilized a questionnaire as its main instrument, including respondents’ demographic profiles and nine questions per scenario focused on navigating stress in the digital classroom: coping strategies of financial management students. It employed a Likert scale to collect clear and accurate responses for analyzing the research questions.

The researchers collected data using a questionnaire, selected for its efficiency within a limited timeframe. A sample of 200 Financial Management students from a population of 415 at Isabela State University–Cauayan City Campus was determined using Raosoft with a 95% confidence level and 5% margin of error. The researchers distributed the questionnaires and instructed the students to answer honestly and accurately.

Participants in the study completed a questionnaire after receiving a consent letter and research details. Their privacy was protected, personal information was kept confidential, and their anonymity was maintained throughout the study.

The researchers collected completed questionnaires from respondents and processed the data through coding, tallying, and tabulation. They analyzed the results using frequency and percentage to identify common responses and used the weighted mean to determine average responses based on the Likert Scale. This approach helped assess stress factors and coping strategies among students.

RESULTS AND DISCUSSION

Table 1 Academic Factors of Financial Management Students

The Table shows that academic factors are significant sources of stress among students. The highest stressor is having a high task load, with a weighted mean of 4.5, indicating strong agreement among respondents. This is closely followed by the stress from multiple upcoming tests (4.4), the challenge of advancing to more difficult classes (4.03), and difficulty in completing assignments when overwhelmed (4.1). The overall weighted mean of 4.26 suggests that students strongly agree that academic demands are a major contributor to their stress levels. Stress is more prevalent among students due to their hectic and demanding schedule, which is important for learning, as it interferes with their performances and keeps them task-oriented (Ganesh et al., 2012)

Table 2 Routine of Financial Management Students

Table 2 highlights the routine-related challenges experienced by Financial Management students. With a total weighted mean of 4.37, which falls under the “Strongly Agree” category, it is evident that the students face significant struggles in managing their daily routines. Specifically, the highest-rated concerns include the lack of sleep (4.4) and disorganization, which both strongly impact their focus and contribute to stress. Additionally, students feel overwhelmed due to the absence of leisure time (4.3), suggesting a lack of balance between academic responsibilities and personal well-being. These findings indicate that poor sleep habits, time mismanagement, and the absence of rest and recreation play a major role in students’ overall academic experience and mental health. Addressing these issues through time management training, wellness programs, and academic support systems could help improve their routines and reduce stress levels. Stress is a contributing factor to poor sleep in young people (Bernert et. al., 2007); (Oginska & Pokorski, 2006) the consequences of sleep deprivation and daytime sleepiness are especially problematic to college students and can result in lower grade point averages, increased risk of academic failure, and compromised learning.

Table 3 Social Stressors of Financial Management Students

The table shows that students strongly agree that social stressors significantly impact their well-being. The lack of support from parents or professors is a major stress factor (4.3), while fear of public speaking, especially in virtual settings, also causes notable stress (4.01). The overall weighted mean of 4.16 indicates that social-related stress is a considerable concern among students. ( Pennebaker, et. al., 1988), wherein studies have shown that simply talking about our problems and sharing our negative emotions with someone we trust can be profoundly healing-reducing stress, strengthening our immune system, and reducing physical and emotional distress. In conclusion, many of these students are living in a boarding house, they experience being away from their parents; that is why they cannot feel the support their parents are giving them.

Table 4 Meditation as a Coping Strategy for Financial Management Students

The table shows that a strong practice of mindfulness and emotional regulation, with a total weighted mean of 4.33, is interpreted as “Strongly Agree.” The respondent consistently makes an effort to engage in activities that promote relaxation and joy (4.4), showing a proactive approach to stress management. They also demonstrate the ability to pause and reflect before addressing unpleasant emotions (4.3), suggesting a high level of emotional intelligence. Additionally, the respondent tends to approach challenges with a composed and positive mindset (4.3), reflecting resilience and a constructive attitude. Overall, these findings suggest that meditation plays a significant role in supporting the individual’s mental and emotional well-being. (Blumenthal, 2013) Yoga, meditation, and listening to soothing music are other healthy ways to relax, focus inward, calm frazzled nerves, and relax can help keep you healthy, in both your body and mind, helping you recover from the everyday stresses that life throws at you.

Table 5 Taking a Break as a Coping Strategy for Financial Management Students

The table shows that the overall weighted mean of 4.30, suggests that Financial Management students place significant value on taking purposeful breaks to manage stress. The highest-rated item, “I start by eating and having fun to reduce my tension” (4.4), indicates that ( Wijnant et. al., 2021) eating as a coping strategy in response to moderate levels of stress has been observed in both laboratory and free-living conditions in all age groups. This emotional eating behavior eventually results in either overeating or enhanced unhealthy eating, i.e., eating foods high in fat and/or sugar in response to stress. Furthermore, the statement “I will first organize and strategize when I run across issues between my academic work and extracurricular pursuits” (4.2) reflects a thoughtful and proactive attitude, showing that students also recognize the importance of planning and problem-solving during times of conflict. These results imply that students are aware of the benefits of both relaxation and organization in managing their overall workload and well-being.

Table 6 Problem Solving as a Coping Strategies of Financial Management Students

The table shows that students generally take an interactive and thoughtful approach when dealing with challenges, as reflected by the responses and a strong overall trend toward agreement. The statements “I share with acquaintances or students, or I tell my online friends” and “I make the question easier to understand and answer” both received a weighted mean of 4.3 (Strongly Agree), indicating that students actively seek clarity and support when addressing problems. The slightly lower, yet still positive, mean of 3.9 (Agree) for “I talk about problems with classmates, professors, family, friends, and seniors and get their feedback” suggests that while students are open to receiving input from various sources, they may rely more on peers or online communities for immediate problem-solving. Overall, the data imply that students prefer collaborative and practical methods in solving academic and personal issues, with a strong emphasis on simplifying challenges and reaching out for help when needed. ( De Almeida Santos & Soares, 2018). problem-solving involves choosing the right coping strategies. Therefore, problem-solving should be seen as a process that allows students to implement coping strategies to deal with everyday demands and emphasizes that social skills are extremely important for students to have better interpersonal experiences (Hevey et al., 2012)

CONCLUSIONS

Based on the results obtained and the context in which the study was conducted, the following conclusions have been drawn:

Based on the data gathered, it can be concluded that the primary source of stress among students stems from having an unorganized routine. This lack of structure significantly contributes to feelings of being overwhelmed, particularly due to busy schedules, demanding workloads, and insufficient sleep. These stressors appear to be most prominent among third-year students, as they are in a critical stage of their academic journey where they are being prepared for more rigorous responsibilities, including their upcoming on-the-job training (OJT) in their fourth year. This transitional phase likely adds pressure, making effective time management and emotional resilience even more essential for their academic success and overall well-being.

The majority of respondents identified meditation as the most effective coping strategy for managing stress. Through practices such as deep reflection, mindfulness, and intentional relaxation, students are able to listen to their bodies and recognize early signs of stress. These practices not only provide a sense of calm and mental clarity but also support the development of self-control and emotional regulation. By incorporating meditation into their daily routine, students may find it easier to navigate academic pressures and maintain a healthier mental and emotional state.

RECOMMENDATIONS

The study’s conclusions and findings led to the following recommendations being made:

1. Students may be able to get enough sleep by learning to properly manage their time when completing academic tasks, which can help improve both their academic performance and overall well-being.
2. Students may consider engaging in meditation, yoga, or similar relaxation activities as effective strategies to help reduce mental pressure and promote emotional well-being, especially during academically stressful periods. The administration needs to make sure that the students have programs and activities that will help them deal with stress better.
3. The school, particularly the Guidance and Counseling Office, may consider developing and implementing a comprehensive program focused on stress coping strategies. This initiative would aim to support students’ emotional resilience and mental well-being, providing them with practical tools and guidance to manage academic and personal pressures effectively.
4. For future researchers, this study may serve as a valuable reference or foundation for further investigation. They may consider involving a larger number of respondents to enhance the reliability and generalizability of the findings. Additionally, future studies may explore in greater depth the various ways students cope with stress, potentially incorporating new variables or perspectives to provide a more comprehensive understanding of the topic.

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