Different Academic Coping Strategies Facing Online Learning During Covid-19 Pandemic Among the Students In Counselling Department

Nur Fadhilah Umar(1*), Abdullah Sinring(2), Farida Aryani(3), Suciani Latif(4), Akhmad Harum(5),

(1) Universitas Negeri Makassar, ID Scopus: 57217307744
(2) Universitas Negeri Makassar
(3) Universitas Negeri Makassar
(4) Universitas Negeri Makassar
(5) Universitas Negeri Makassar
(*) Corresponding Author

DOI: https://doi.org/10.26858/ijes.v24i1.21528


The challenge for academic success in higher education is getting tougher with the implementation of study from home (SFH) in the covid-19 pandemic. One aspect that supports the success of online learning is the ability of students to survive in difficult conditions or referred to as coping skills. Coping skills consist of several strategies, divided into positive and negative coping strategies. The objectives of this study: 1) are there any differences in student coping strategies in dealing with online learning during the covid-19 pandemic; 2) are there differences in student approach strategies in dealing with online learning during the covid-19 pandemic; 3) Are there differences in student avoidance strategies in dealing with online learning during the covid-19 pandemic; and 4) Are there differences in student social support strategies in dealing with online learning during the covid-19 pandemic. This type of research is a type of descriptive research. The sample in this study were students of the guidance and counseling study program enrolled in the 2020/2021 academic year. The research sample is 210 consisting of 100 male students and 110 female students who were selected randomly. The instrument of this study used an Academic coping strategies questionnaire from Sullivan (Sullivan, 2010) adapted. The results of the adaptation of the ACSC questionnaire through the CFA (Confirmatory Factor Analysis) test showed the Cronbach alpha value = 0.081; RMSEA = 0.072; CFI= 0.98; GFI= 0.882; CMIN/DF = 2548.63/1540; and TLI = 0.891. The results of data analysis using the ANOVA test shows the approach factor is the type of coping strategy that is most widely used by students during online learning. The coping approach strategy is most often used by students in the category of academic achievement of the five best in class.


Different Academic Coping Strategies; Academic Coping Strategies; Students; Online learning; Covid-19 Pandemic

Full Text:



Aryani, F., Umar, N. F., & Kasim, S. N. O. (2020). Psychological Well-Being of Students in Undergoing Online Learning during Pandemi Covid-19. International Conference on Science and Advanced Technology (ICSAT).

Aryania, F., Bakhtiarb, M. I., & Umarc, N. F. (n.d.). The Implementation of Blended Learning Methods to Improve Student Self-Regulation at University.

Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635–642.

Brougham, R. R., Zail, C. M., Mendoza, C. M., & Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28(2), 85–97. https://doi.org/10.1007/s12144-009-9047-0

Gustems-Carnicer, J., Calderón, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3), 375–390.

Heffer, T., & Willoughby, T. (2017). A count of coping strategies: A longitudinal study investigating an alternative method to understanding coping and adjustment. PloS One, 12(10), e0186057.

Hsieh, P. H., Sullivan, J. R., Sass, D. A., & Guerra, N. S. (2012). Undergraduate engineering students beliefs, coping strategies, and academic performance: An evaluation of theoretical models. Journal of Experimental Education, 80(2), 196–218. https://doi.org/10.1080/00220973.2011.596853

Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological impacts of students on online learning during the pandemic COVID-19. KONSELI: Jurnal Bimbingan Dan Konseling (E-Journal), 7(1), 53–60.

Kandemir, M., İlhan, T., Özpolat, A. R., & Palancı, M. (2014). Analysis of academic self-efficacy, self-esteem and coping with stress skills predictive power on academic procrastination. Educational Research and Reviews, 9(5), 146–152.

Kartika, R. (2020). Analisis Faktor Munculnya Gejala Stres Pada Mahasiswa Akibat Pembelajaran Jarak Jauh Di Masa Pandemi Covid-19. Edukasi Dan Teknologi, 1(2), 107–115. https://www.researchgate.net/profile/Abdul_Latip/publication/341868608_PERAN_LITERASI_TEKNOLOGI_INFORMASI_DAN_KOMUNIKASI_PADA_PEMBELAJARAN_JARAK_JAUH_DI_MASA_PANDEMI_COVID-19/links/5ed773c245851529452a71e9/PERAN-LITERASI-TEKNOLOGI-INFORMASI-DAN-KOMUNIKASI

Kirikkanat, B., & Soyer, M. K. (2018). A path analysis model pertinent to undergraduates’ academic success: Examining academic confidence, psychological capital and academic coping factors. European Journal of Educational Research, 7(1), 133–150. https://doi.org/10.12973/eu-jer.7.1.133

Lenes, R., McClelland, M. M., ten Braak, D., Idsøe, T., & Størksen, I. (2020). Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway. Early Childhood Research Quarterly, 53, 612–624.

López Rúa, G., & Perez Alcántara, M. F. (2019). Emotional Intelligence as coping skill for perceived stress.

Luan, L., Hong, J.-C., Cao, M., Dong, Y., & Hou, X. (2020). Exploring the role of online EFL learners’ perceived social support in their learning engagement: a structural equation model. Interactive Learning Environments, 1–12.

Moilanen, K. L. (2007). The adolescent Self-Regulatory inventory: The development and validation of a questionnaire of short-Term and long-term self-Regulation. Journal of Youth and Adolescence, 36(6), 835–848. https://doi.org/10.1007/s10964-006-9107-9

Pelin, M., & SUBAŞI, M. (2020). The Relationship between Academic Coping, Approach Achievement Goals and the Fear of Shame and Embarrassment in Science Class. Journal of Education in Science Environment and Health, 7(1), 15–25.

Perry, J. C., Fisher, A. L., Caemmerer, J. M., Keith, T. Z., & Poklar, A. E. (2018). The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning Among Urban Youth. Youth and Society, 50(4), 551–570. https://doi.org/10.1177/0044118X15618313

Ryan, T. P. (2013). Sample size determination and power. John Wiley & Sons.

Samson, A., Maisonneuve, A. R., & Saint-Georges, Z. (2021). Ethnolinguistic Identity and Vocational Readiness as Non-Cognitive Factors Related to College Adaptation and Satisfaction with Life Among Franco-Ontarian Post-Secondary Students Living in an Anglo-Dominant Context. Canadian Journal of Career Development, 20(1), 17–27.

Savitsky, B., Findling, Y., Ereli, A., & Hendel, T. (2020). Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Education in Practice, 46, 102809.

Skinner, E., & Saxton, E. (2020). Academic Coping. In Oxford Research Encyclopedia of Education.

Sullivan, J. R. (2010). Preliminary psychometric data for the academic coping strategies scale. Assessment for Effective Intervention, 35(2), 114–127.

Zhang, Y. C., Zhou, N., Cao, H., Liang, Y., Yu, S., Li, J., Deng, L., Sun, R., Wu, Q., & Li, P. (2019). Career-Specific Parenting Practices and Career Decision-Making Self-Efficacy Among Chinese Adolescents: The Interactive Effects of Parenting Practices and the Mediating Role of Autonomy. Frontiers in Psychology, 10, 363

Article Metrics

Abstract view : 470 times | PDF view : 73 times


  • There are currently no refbacks.

Copyright (c) 2021 Nur Fadhilah Umar

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.