Lukenga Maria-Pascale, Billonnet Laurent, Gaugue Justine, Denis Jennifer
Department of Clinical Psychology, University of Mons, Mons, Belgium.
Xlim Research Institute, University of Limoges, Limoges, France.
Front Psychol. 2023 Jun 2;14:1199038. doi: 10.3389/fpsyg.2023.1199038. eCollection 2023.
The purpose of this research is to explore the perceptions of female students regarding the implementation of digital technologies for academic stress management. We aim to determine if the contribution of these technologies could offer to female students a better management of the stress related to their studies and thus, a better deployment of strategies to cope with academic difficulties.
A qualitative study using the methodology was conducted. Our inductive and exploratory approach allowed us to focus on the experience and perception of eleven female students from the University of Mons. The cohort was divided into two groups according to their score on the .
The data collected was analyzed using the thematic analysis of which allowed us to identify fourteen sub-themes divided into three axes: coping strategies used to manage academic stress, students' needs to improve their management of academic stress, and the implementation of technology for managing academic stress.
Our results show that the issues present in the academic context lead students to use various coping strategies, some of which are harmful to their physical and mental health. The implementation of digital technologies and biofeedback seems to be an approach that could help students adopt more functional coping strategies and alleviate their daily difficulties in managing academic stress.
本研究旨在探讨女学生对采用数字技术进行学业压力管理的看法。我们旨在确定这些技术能否为女学生提供更好的学业压力管理，从而更好地部署应对学业困难的策略。
采用定性研究方法进行研究。我们的归纳和探索性方法使我们能够关注蒙斯大学11名女学生的经历和看法。根据她们在[具体内容未提及]上的得分，该队列被分为两组。
使用主题分析法对收集到的数据进行了分析，这使我们能够确定分为三个轴的14个子主题：用于管理学业压力的应对策略、学生改善学业压力管理的需求以及用于管理学业压力的技术的实施。
我们的结果表明，学术环境中存在的问题导致学生使用各种应对策略，其中一些对他们的身心健康有害。数字技术和生物反馈的实施似乎是一种可以帮助学生采用更有效的应对策略并减轻他们在管理学业压力方面日常困难的方法。
