Coping Styles of Failing Brunei Vocational Students

Autor/inn/en	Mundia, Lawrence; Salleh, Sallimah
Titel	Coping Styles of Failing Brunei Vocational Students
Quelle	In: Education & Training, 59 (2017) 4, S.389-405 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-05-2016-0087
Schlagwörter	Foreign Countries; Vocational Education; Academic Failure; Coping; Underachievement; Surveys; Stress Management; Academic Ability; Social Support Groups; Internet; Student Financial Aid; Case Studies; Questionnaires; Self Control; Problem Solving; Statistical Analysis; Incidence; Brunei + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Bewältigung; Performance deficiency; Leistungsschwäche; Survey; Umfrage; Befragung; Stressmanagement; Stressbewältigung; Social support; Soziale Unterstützung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Case study; Fallstudie; Case Study; Fragebogen; Selbstbeherrschung; Problemlösen; Statistische Analyse; Vorkommen
Abstract	Purpose: The purpose of this paper is to determine the prevalence of two types of underachieving students (n = 246) (active failing (AF) and passive failing (PF)) in Brunei vocational and technical education (VTE) institutions and their patterns of coping. Design/methodology/approach: The field survey method was used to directly reach many participants, administer the instruments and collect the required data. Findings: The authors found 20 AFs (14 males) and 16 PFs (five females) across the VTE courses. More-able and average students scored relatively higher on all six productive coping strategies (e.g. confronting the stressor), while the AFs and PFs scored lower on these attributes. The AFs and PFs scored relatively higher on both dysfunctional coping styles (e.g. distancing) than more-able and average students. Furthermore, the AFs also scored lower on seeking social support (possible reason for not performing well). Internet connection and students' financial support need to be improved in Brunei VTE institutions. Research limitations/implications: The study would have been strengthened by the inclusion of an interview component to probe supplement/complement findings from the quantitative survey and the open-ended qualitative instrument (both self-reports). Practical implications: The study had practical significance in that its findings could be used by instructors and policy makers to improve the achievement of VTE students in Brunei and elsewhere. Originality/value: This is the first time the phenomena of AF and PF were investigated in Brunei VTE students. Further qualitative research was recommended to gain additional insights and solutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01