Chansophal Mak | Jerome A. Ouano
The study examined the moderating role of achievement emotions on the relationship between perceived academic stress and coping strategies among Cambodian dual-degree college students. Two hundred Cambodian dual-degree students in various fields of study from three main universities were given questionnaires on perceived stress, academic emotions, and coping strategies. Results of hierarchical regression analysis showed that anxiety had moderating effects on the relationship of stress with positive reinterpretation, emotional social support, religious coping, and instrumental social support. Shame moderated the effects of stress on positive reinterpretation, denial, emotional social support, and instrumental social support. Enjoyment moderated the effects of stress on active coping. No moderator effects of hope were found. Implications were directed to the stakeholders of students’ academic success.
ISSN 1655-1702 (Print)
Philippine E-Journals
