@article{education20221083,
author={{Commey-Mintah, Priscilla and Awoniyi, Florence Christianah and Narh-Kert, Millicent and Tutu-Danquah, Cecilia and Amponsah, Kwaku Darko},
title={Effects of Stress and Coping Mechanisms: The Case of Pre-Service Teachers in Selected Colleges of Education in Ghana},
journal={American Journal of Educational Research},
volume={10},
number={8},
pages={491--500},
year={2022},
url={http://pubs.sciepub.com/education/10/8/3},
issn={2327-6150},
abstract={This research examined the effects of stress on pre-service teachers in selected colleges of education in Ghana and the coping techniques they use to address stress. The purpose of the study was to assess the impact of stress on academic performance as well as the coping mechanisms of pre-service teachers in selected colleges of education in Ghana. This study adopted the positivist paradigm and a quantitative cross-sectional descriptive survey design. One hundred and fifty (150) second-year (degree) and third-year (diploma) students were randomly selected to take part in the study. There were 74 male and 76 female participants, with an average age of 21.9 years. The study results showed significant effects of stress on students that included tiredness, headaches, and insomnia. Males differed from females in depression, anxiety, isolation, and loss of appetite, with males experiencing high degrees of these compared with their female counterparts. Also, degree and diploma students differed on tiredness, concentration, restlessness, absentmindedness, seclusion, and motivation. To cope with stress, pre-service teachers employed a variety of methods, specifically adaptive coping strategies. Overall, pre-service teachers experience academic, health, and psychological-related effects of stress and mostly use adaptive coping strategies to manage stress.},
doi={10.12691/education-10-8-3}
publisher={Science and Education Publishing}
}