Coping Strategies and Fatigue Among Undergraduate Students

Abstract

This research aims to study and compare the differences of coping strategies and fatigue among undergraduate students. The sample included 345 individuals who were selected using a stratified random technique. Quantitative data was obtained using fatigue and coping strategy questionnaires. Qualitative data was gathered through a focus group method with 12 individuals to explore how they cope with fatigue. Descriptive statistics and One-way ANOVA were used to analyze the data. In terms of qualitative data, interconnected data were classified together in the same category. The findings revealed fatigue among undergraduate students was moderate overall. The students relied mostly on the following coping strategies: problem-focused, avoidance, and seeking information or reference to others, respectively. When the fatigue was compared depending on the students' coping strategies, students who preferred avoidance had levels of fatigue higher than those who preferred seeking information or reference from others, and problem-focused, respectively. Data from focus groups revealed that students dealt with fatigue in a variety of ways, including focusing on the roots of the problem, seeking a mental refuge, consulting a professional when required, taking a break to relax, and avoiding the problems entirely. As a result, practicing positive strategies can help to reduce fatigue and promote well-being.



Author Information
Pattarakorn Khamsuprom, Chiang Mai University, Thailand
Natthawut Arin, Chiang Mai University, Thailand

Paper Information
Conference: ACP2024
Stream: Mental Health

This paper is part of the ACP2024 Conference Proceedings (View)
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To cite this article:
Khamsuprom P., & Arin N. (2024) Coping Strategies and Fatigue Among Undergraduate Students ISSN: 2187-4743 – The Asian Conference on Psychology & the Behavioral Sciences 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2187-4743.2024.19
To link to this article: https://doi.org/10.22492/issn.2187-4743.2024.19


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Posted by James Alexander Gordon