Daily hassle stress and coping strategies

Abstract

A study of the experiences that exposed part-time adult learners in higher education to daily hassle stress and the coping mechanisms that the learners adopted was carried out at the Institute of Extra-Mural Studies (IEMS) of the National University of Lesotho (NUL). The goal of this applied qualitative study was to contribute knowledge on stress-related experiences of part-time adult learners in higher education so that the necessary interventions could be put in place. In-depth interviews of six part-time adult learners aged between 30 and over 50 years were conducted. The sample comprised three males and three females of different marital statuses, residing at different geographical locations of Lesotho. The experience of the participants in part-time learning ranged between five-and-a-half to seven-and-a-half years. Data was collected through semi-structured interview guide and the interviews were tape recorded. The data showed that the part-time adult learners at IEMS were constantly under time pressure to meet the social, economic, and academic demands. The learners were also burdened with financial responsibilities and obligations in meeting these demands. Furthermore, differences in personalities and negative attitudes of other students and some of the members of IEMS staff were stressful to the part-time adult learners. The part-time adult learners applied various coping strategies that rendered them resilient to the daily hassle stress. Social support, particularly from significant others, was identified as the most effective method of managing stress. Other coping strategies included emotion-focused coping, problem-focused coping, and relaxation techniques. Medical help was viewed as the least effective coping strategy. The study suggested other measures to reduce stress could be explored by IEMS to help the part-time adult learners. The measures include minimization of the identified stressors within the learning environment, and the empowerment of the adult learners through the Western counseling approaches to supplement and complement the coping strategies that are already being used by the part-time adult learners.