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Academic Stress and Coping Strategies Among Students With Disabilities in Addis Ababa University

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dc.contributor.advisor R.s, Kumar (PhD)
dc.contributor.author Sani, Ali
dc.date.accessioned 2018-06-19T11:38:11Z
dc.date.available 2018-06-19T11:38:11Z
dc.date.issued 2011-06
dc.identifier.uri http://localhost:80/xmlui/handle/123456789/1672
dc.description.abstract The main aim of this study was to examine the level of academic stress and the nature of coping strategies used by university students with various disabilities. The research design used was qualitative survey. One hundred and seventeen students with various disabilities, who were drawn using simple random sampling, participated in the study and 103 students without disability were also participated for comparisons. Data were collected using General Academic Stress Scale, Specific Academic Stress Scale, Disability Specific Academic Stress Scale and Academic Stress Coping Strategies Scale. The instruments were administered individually. Descriptive statistics, such as mean and standard deviation were used for each group to analyze The level of academic stress and coping strategies used. comparisons were made among and between groups on the level of academic stress and the types of coping strategies they employed. The result showed that, students with disabilities and without disabilities experienced moderate level of academic stress and used mostly problem focused coping strategies to deal with their academic stress. Though, students with disabilities together did not significantly differ from students without disabilities on academic stress, students with visual impairments as a group had significantly higher level of academic Stress than students without disabilities. Further, it was observed that, students with visual impairments experienced significantly higher level of academic stress than students with hearing impairments and students with motor disabilities. Significant difference was also observed be/ween students with disabilities and students without disabilities on using emotion focused coping strategy, In which, students with hearing impairments used the strategy significantly higher than students without disabilities as well as students with visual impairments and motor disabilities. In the contrary, the difference observed between students with disabilities together and students without disabilities on using problem focused coping strategy was significant. Generally it is concluded that, students with visual impairments had significantly higher level of academic stress than students with other types of disabilities as well as students without disabilities and all the sampled groups as almost equally used problem focused coping strategy to deal with Their academic stress. Based on the findings, recommendations were put forth for further accommodations and supports to be provided for students with disabilities in the university en_US
dc.language.iso en en_US
dc.publisher Addis Ababa University en_US
dc.subject Education en_US
dc.title Academic Stress and Coping Strategies Among Students With Disabilities in Addis Ababa University en_US
dc.type Thesis en_US


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