{"title":"Education Advisors’ Experiences of Stress and Coping in the Virtual Working Environment","authors":"Zhuo Li","doi":"10.32996/jpbs.2022.2.6","DOIUrl":null,"url":null,"abstract":"During the CoVID-19 pandemic, most educational advisors were forced to work from home. Continuous stress may lay negative impacts on educators’ work performance and psychological state (Hughes et al., 2019). However, there are no studies on stress whilst working virtually for educational advisors during the CoVID-19. Therefore, understanding stress in the lockdown environment is important to support them in coping. A qualitative study using semi-structured interviews was conducted. Following snowball sampling, 12 interviews were conducted (Male=7, Female=5, Mage=31.74) from the UK and China. The six phases of thematic analysis were employed to analyze the data. The interviews identified the sources of educational advisors’ stress from colleagues, clients, families and personal environment that laid negative consequences on their work and life, such as ineffective work, anxiety and low mood, etc. A series of problem-focused and emotion-focused coping strategies, such as boundary management, were raised for them to cope. Underpinned by Lazarus and Folkman’s (1984) Transactional Model of Stress and Coping, the findings highlighted the educational advisors’ stress experiences and raised practical coping strategies at personal, organizational and family levels to defend against their stresses whilst working virtually.","PeriodicalId":332368,"journal":{"name":"Journal of Psychology and Behavior Studies","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Psychology and Behavior Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32996/jpbs.2022.2.6","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
During the CoVID-19 pandemic, most educational advisors were forced to work from home. Continuous stress may lay negative impacts on educators’ work performance and psychological state (Hughes et al., 2019). However, there are no studies on stress whilst working virtually for educational advisors during the CoVID-19. Therefore, understanding stress in the lockdown environment is important to support them in coping. A qualitative study using semi-structured interviews was conducted. Following snowball sampling, 12 interviews were conducted (Male=7, Female=5, Mage=31.74) from the UK and China. The six phases of thematic analysis were employed to analyze the data. The interviews identified the sources of educational advisors’ stress from colleagues, clients, families and personal environment that laid negative consequences on their work and life, such as ineffective work, anxiety and low mood, etc. A series of problem-focused and emotion-focused coping strategies, such as boundary management, were raised for them to cope. Underpinned by Lazarus and Folkman’s (1984) Transactional Model of Stress and Coping, the findings highlighted the educational advisors’ stress experiences and raised practical coping strategies at personal, organizational and family levels to defend against their stresses whilst working virtually.
在2019冠状病毒病大流行期间,大多数教育顾问被迫在家工作。持续的压力会对教育者的工作绩效和心理状态产生负面影响(Hughes et al., 2019)。然而,在新冠肺炎期间为教育顾问虚拟工作期间,没有关于压力的研究。因此,了解封锁环境中的压力对于支持他们应对非常重要。采用半结构化访谈进行定性研究。在滚雪球抽样之后,我们在英国和中国进行了12次访谈(男性=7,女性=5,男性=31.74)。采用专题分析的六个阶段对数据进行分析。访谈确定了教育顾问压力的来源,包括同事、客户、家庭和个人环境,这些压力对他们的工作和生活产生了负面影响,如工作效率低下、焦虑和情绪低落等。提出了一系列以问题为中心和以情绪为中心的应对策略,如边界管理等。在Lazarus和Folkman(1984)的压力和应对的交易模型的基础上,研究结果强调了教育顾问的压力经历,并提出了个人、组织和家庭层面的实用应对策略,以抵御他们在虚拟工作中的压力。