Stress Management and Student Well-Being

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

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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.

• stress
• coping strategies
• mental health
• wellbeing
• students

Title: Does intrinsic motivation mean lower stress? Relationships between motivation for enrollment in a study programme, academic satisfaction, and students tress

Abstract: Transitioning from high school to university can be a challenging time for students, associated with uncertainty and stress (Fruehwirth, Mazzolenis, Pepper, & Perreira, 2024), in part resulting from the vast number of subjects to choose from (Merkle, Messerer, & Dickhaeuser, 2024). Research has shown positive associations between intrinsic motivation and well-being as well as satisfaction in educational settings. Considering the detrimental role that students’ stress can play regarding their general well-being, we aim to investigate relationships between these constructs in various samples in a private University of Applied Sciences in Germany. Firstly, motivation for enrollment in a study programme was analyzed (n = 101 freshmen, n = 228 higher-semesters students). The questionnaire used (Janke, Messerer, Merkle, & Krille, 2023) differentiates seven different facets of motivation, including intrinsic, socially influenced, and coping-oriented motivation. Additionally, the higher-semester students reported their academic satisfaction. Part of the freshmen sample (n anticipated = 50) will furthermore complete a follow-up survey in their second semester (March ‘24) regarding stress during their first semester as well as their retrospective motivation for enrolling. The first part of the research is focused on the construct of motivation for enrolling in a study programme: we will compare motivation between freshmen and higher-semester students as well as investigate changes within the first semester of university. The second purpose is to replicate the link between intrinsic motivation and higher academic satisfaction as well as to analyze relationships between the facets of motivation and student stress. Highlights (3-4 bullet points that highlight the main findings presented in this paper): • structural analysis of motivation for enrolling in a study programme, going beyond the dichotomy of intrinsic vs. extrinsic motivation • cross-sectional as well as longitudinal differences between freshmen and higher-semester students in their (retrospective) motivation for enrolling in the programme • differentiated analyses of the relationships between facets of motivation, student satisfaction, and student stress

Title: Exploring Stress and Wellness Paradigms Among Educators in Diverse Academic Contexts

Abstract: This study delves into the interplay between academic stress and wellness among educators across diverse domains, drawing from a sample of 1,037 active teachers. Employing an analytical, cross-sectional, and retrospective design, the investigation navigates through a range of variables including teaching experience, teacher satisfaction, and stress, alongside psychological dimensions like emotional exhaustion, perceived stress, psychological inflexibility, and loneliness. The distinct teaching realms explored encompass social and legal sciences, health sciences, arts and humanities, engineering and architecture, and biological and physical sciences. A pronounced divergence in stress parameters was observed, particularly among health sciences and engineering/architecture educators compared to their counterparts in biological and physical sciences. Despite a clear association between heightened stress, loneliness, conscientiousness, and specific teaching fields, a resilient dedication among educators prevails. The data illuminates critical implications for professional well-being and underscores the necessity for robust mental health frameworks within educational institutions, highlighting the potential for enhanced psychological supports in nurturing a balanced, resilient educator workforce in the post-pandemic educational landscape. The findings advocate for multidimensional, personalized interventions to address occupational stress, contributing to the betterment of teacher wellness and, consequently, enriching the quality and sustainability of education.