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首页> 外文期刊>International journal of construction education and research >Taking a Partnered Approach to Managing Academic Stress: An Undergraduate Study
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Taking a Partnered Approach to Managing Academic Stress: An Undergraduate Study

机译：采取合作途径管理学术压力：本科学习

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摘要

The ability to positively adapt to situations of stress and adversity enables student progress, growth, and learning. In the context of undergraduate building and construction education in the United States, little is known about the resources necessary for students to manage stressors associated with their studies. Twenty undergraduate building and construction students from a large, public land-grant university in the United States were interviewed. Inductive thematic analysis was used to explore the antecedents and impacts of academic stress, and deductive thematic analysis was used to identify resilience-building resources using the Resilience at University (RAU) framework. Resources identified to reduce stressor severity were focused on modifying the learning environment and implementing a scaffolded approach to learning and skills development. Resilient-building resources aligned with the six dimensions of the RAU were identified at the student level and the university level. An important contribution is the pivotal role of the student-university partnership in managing academic stress and building student resilience capability, acknowledging both students and the university as key actors. The findings will be of interest to educators and students who can implement a partnered approach to reduce the prevalence of academic stressors together with building students' capacity to manage stress.
机译：积极适应压力和逆境的情况使学生进步，增长和学习能够实现。在美国本科建设和建筑教育的背景下，对学生管理与其研究相关的压力源所需的资源知之甚少。来自美国的二十个本科建筑和建筑学生，在美国进行了采访。归纳专题分析用于探索学术压力的前一种和对学术压力的影响，并使用演绎专题分析来识别利用大学（RAU）框架的韧性的抵御能力建设资源。确定减少压力频率严重程度的资源集中在修改学习环境并实施脚手架的学习和技能发展方法。在学生一级和大学级别确定了与RAU六个维度一致的弹性建筑资源。重要贡献是学生大学伙伴关系在管理学术压力和建立学生恢复能力的关键作用，承认学生和大学作为关键演员。教育工作者和学生将涉及能够实施合作伙伴的学生，以减少学术压力渠道的普及，以及建立学生管理压力的能力。

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