Abstract Book of the 8th International Conference on Advanced Research in Education
Year: 2025
DOI:
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Fostering Resilience in Post-Secondary Students: Exploring Educators’ and Students’ Perspectives on Skills to Manage Workloads and Deadlines
Josephine Ebejer Grech
ABSTRACT:
This study explores the perspectives of 12 students and 12 educators on the essential skills required to manage academic stressors such as workloads and deadlines in post-secondary education. Using a qualitative inductive approach, semi-structured interviews and focus groups were conducted to identify and classify these skills within Lazarus and Folkman’s (1984) Transactional Theory of Stress and Coping. Findings revealed a consensus on the importance of problem-focused strategies, including time management, problem-solving, adaptability, and self-efficacy, alongside emotion-focused strategies such as emotional intelligence, cognitive reframing, growth mindset, and mindfulness. The study highlights the need for integrating metacognitive strategies into the curriculum to equip students with practical tools for resilience, fostering their ability to navigate academic challenges effectively. Furthermore, the research offers actionable recommendations for educators and school leaders to create a supportive learning environment that promotes resilience and wellbeing. The findings contribute to the ongoing discourse on student support by providing insights into how Maltese academic post-secondary schools can better prepare students for the demands of higher education and professional life. Future research should explore the long-term impact of resilience-building initiatives within post-secondary schools.
keywords: problem-focused strategies; emotion-focused strategies; metacognition; neuroscience; neuroplasticity