Stress Management and Student Well-Being
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".
Deadline for manuscript submissions: 31 December 2024 | Viewed by 826
Special Issue Editors
Interests: youth mental health; coping strategies; wellbeing
Interests: motivation; emotion; stress management; student wellbeing
Special Issue Information
Dear Colleagues,
The international education landscape, spanning from early childhood to post-secondary institutions, has witnessed a surge in the prevalence of stress and mental health challenges among students. Historically, academic pressures, psychosocial dynamics, and transitional phases have been recognized as inherent stressors in the educational journey. However, with the advent of technology, changing societal expectations, and global challenges, students today face a multifaceted array of stressors that can significantly impact their mental health and overall wellbeing. The importance of this research area lies in its potential to shape educational policies, pedagogical approaches, and institutional support systems. By understanding the nuances of student stress and mental health, educators and policymakers can foster environments that prioritize not only academic excellence but also the holistic wellbeing of students.
The primary aim of this Special Issue is to better understand the complexities of student stress management and mental health across various educational stages, from early childhood to post-secondary settings. We seek to identify the myriad stressors students encounter, the coping mechanisms they (attempt to) employ, and the pivotal role that educators and institutions play in facilitating effective stress management strategies.
Original research articles and review are welcome. These may include (but are not limited to):
- The evolving nature of stressors in the educational realm;
- The interplay between individual coping strategies and institutional support;
- The role of educators in recognizing, addressing, and mitigating student stress;
- Best practices and interventions that promote mental health and resilience among students.
Themes include:
- Types of student stress: understanding the nature of stress experienced by students, including everyday micro-stressors to life events;
- Digital age and student wellbeing: the impact of technology, social media, and online learning on student mental health;
- Transition-induced stress: challenges faced during transitions, such as from primary to secondary education or from high school to college;
- Role of educators: pedagogical strategies, training, and awareness initiatives for teachers to support student wellbeing;
- Cultural and societal influences: the role of societal expectations, peer pressures, and cultural norms in shaping student stress;
- Innovative coping strategies: exploring both traditional and novel approaches students adopt to manage stress.
Dr. Valerie Ann Sotardi
Dr. Jinjing Fang
Dr. Xin Ren
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- stress
- coping strategies
- mental health
- wellbeing
- students
Planned Papers
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Title: -
Abstract: There is a growing demand for advanced education from mature learners who seek postgraduate qualifications whilst maintaining career and family responsibilities, but recent research has identified concerns regarding their wellbeing. This study assesses students’ emotional wellbeing and examines how wellbeing is associated with the way students learn and the grades they receive. In a survey of 206 part-time postgraduate students who worked for 30 or more hours a week, we assessed activated aspects of affective wellbeing in the form of self-reported anxiety and enthusiasm), learning behaviour and grades. We observed positive relationships between anxiety, enthusiasm and learning behaviour, and grades. Our results suggest that learning behaviour mediates the relationship between positively activated wellbeing (enthusiasm) and grades and that negatively activated emotional wellbeing (anxiety) moderates the effect of lifelong learning on grades. The implications for theory and practice are discussed.