Research Article
Héctor Galindo-Domínguez, María-José Bezanilla
CONT ED TECHNOLOGY, Volume 13, Issue 2, Article No: ep294
ABSTRACT
It is though that those students who better manage their time and perceive themselves to be more effective in the tasks they perform are thought to be due, in part, to a stronger understanding and command of digital competence. This competence allows students to know and use a greater number of tools and techniques to respond to the problems that arise in their academic career, favouring the reduction of perceived stress. To test this hypothesis, a total of 200 students from different degrees of Education and universities participated in the study, who answered the Digital Competence Questionnaire in University Students, the Spanish version of Time Management Behaviour Questionnaire, the Scale of Perceived Self-efficacy in academic situations, and the Scale of Global Perception of Stress. The results show how the starting hypothesis is fulfilled in that time management and academic self-efficacy function as mediators between digital competence and types of positive or negative stressors. Finally, these findings implications are discussed.
Keywords: digital competence, self-efficacy, time management, stress, university, higher education, technology, ICT
Research Article
Jose A. Ramos
CONT ED TECHNOLOGY, Volume 2, Issue 4, pp. 282-293
ABSTRACT
The purpose of this study was to explore the differences in perceived stress and coping styles among non-traditional graduate students in both on-campus and distance-learning programs. The study employed a quantitative causal-comparative design that involved collecting survey data. The sample consisted of 36 non-traditional graduate students who enrolled in distance learning classes along with 36 non-traditional students attending traditional on-campus courses in a graduate program. For statistical analyses, t-test and multiple linear regressions were conducted to simultaneously assess the effects of group membership and all demographic variables on each of the dependent variables (stress level and coping style). An alpha level of .05 was used to test statistical significance. Overall, there is no significant difference between the coping styles and the perceived stress levels of non-traditional graduate students who enrolled in distance-learning and on-campus programs.
Keywords: Distance learning, Non-traditional students, Stress, Coping styles, Graduate education, On-campus programs