Andrea Sadler, Theory Review: Stress in Learning

 Theory Review: Andrea Sadler 

Stress in Learning Theory Review 

Andrea Sadler 

Ball State University 

EDAC 635 

Dr. Bo Chang 

February 21, 2021 

NAME	COMMENTTED ON
Andrea Sadler	Josie Campbell
Andrea Sadler	Jason Spencer

 

Stress is a relationship between the learner and the environment, both personal and educational. How the learner evaluates their stress (primary and secondary appraisals), how the relationship and environment effect the learners related behavior, and applied coping techniques, all play a part in the successful execution of a learning session. (Folkman, 1984) This relationship, evaluation, behavior, coping, and end result, tax the mental health of the adult learner. All elements should be considered by the facilitator when establishing an environment that is safe and motivating. 

Main Theoretical Points 

Relationship 

Folkman (1984) notes stress is a relationship between the learner and their environment that is dynamic and bidirectional. The learner and the environment influence each other.  It is important to the learner to know how personal control effects stress and clearly understand the impact on oneself regarding a specific event. (p. 840) What is at stake? The event in question could be a test or a paper that counts for a large portion of the final grade. The information provided (rubric from facilitator) and how it is perceived to affect the learner (pass or fail the course) is the formed relationship. Process of evaluation for stress relationship and “stakes” assessment will be discussed further in the next section.  

Application 

Mackeracher (2004) analyzes what makes an environment ideal for the learner.  Adult learners are already under stress and heightened emotionally prior to a learning session. It is the position of the facilitator to be aware of who and how they are teaching. Adult learners can engage in the learning process if the current state of stress is not enhanced, the learning process is safe, and there are clear avenues for motivation to excel the learner toward success. (p. 127) Mackeracher describes facilitator support for an adult learner as designing assignments that are minimally demanding at the beginning of the process, limit information overload, and present relevance to the learner and the deaired outcome. (p. 129) Thought out rubrics, discussion, outlined expectations, and acknowledgement of need are ways to be successful when aiding a learner navigate their relationship to the task and the environment.  

Evaluation Process 

An adult learner has two ways to identify their stress. Folkam (1984) describes primary appraisal and secondary appraisal as the baseline for a learner to evaluate their emotional stress response. It is important for the facilitator to understand this appraisal process. Primary appraisal is the judgment, by the learner, that the assignment holds relevance and may or may not impact their well-being. Factors such as beliefs about what should be happening and commitment to complete the assignment all influence primary appraisal. For example, if an assignment is largely ambiguous, the learner will infer there is no clear course of action toward an end result that will benefit their commitment to do well in higher education. (p. 840-841) If a primary appraisal ends in acceptance and motivation there is typically no need for a secondary appraisal. Folkman describes Secondary appraisal as the evaluation of what a learner needs to cope with the outcome of the primary appraisal. Coping resources include the learners physical state, social network, psychological response, and anything material needed to achieve less stress. (p. 842) Coping skills will be elaborated on further in this review.   

Application 

It is the position of the facilitator to understand how primary and secondary appraisals influence desired outcome. Mackeracher (2004) discusses the organized strategies an adult learner employs to cover up emotional (stress) reactions. (p. 131) The primary and secondary appraisal process may expose an adult learner's confusion or anxiety, thus causing the learner to feel like an imposter. The learner may project standards on themselves that they think the facilitator wants. Such things like age and experience should mean that “I” (the leaner) am expected to know what to do. This is often not the case. A facilitator is in the position to reassure the learner that confusion can be a positive thing and pausing learning in order to clarify what is causing an issue is acceptable. (p. 131) A facilitator who checks in with the learner during the learning process is likely to receive requests for support. 

Related Behavior 

The National Alliance of Mental Health (2012) conducted a survey of college students. Out of the survey respondents, 73 percent reported a mental health crisis at some point during their educational journey. NAMH has discovered the reported crisis was caused by extreme panic, starting a new routine, feeling alone, overwhelmed, PTSD triggers, and/or medical intervention failure. A staggering 35 percent of the 73 percent noted their institution was not aware of their crisis. (p. 17) Additionally, the survey looks at access to accommodations available to students. Many (57%) reported they did not know they qualified for or had access to accommodation. Another 43 percent did not take advantage of the resources. (p. 12) This leads to why a mental health crisis might occur for some students and why the crisis, or overload leading to a potential stress reaction, causes students to behave differently, or out of character. Mackeracher (2004) indicates this behavior might look like repeating the same phrase, using incomplete sentences while talking, zoning out, excessive talking, leaving out important details, and repeating questions that have already been answered. This presents as “childlike” behavior. (p. 126) The facilitator can, early on in the learning process, support the mental well-being of a learner and recognize when stress reactions take a turn.  

Application 

At the start of a learning session a facilitator can provide up front access to resources for mental health. The study done by NAMH (2012) suggests providing resources in the form of, links and other resources placed in the syllabus regarding mental health, increase support for peer-run group assignments, discuss the importance and support of mental health, encourage students to seek accommodation, and work within the needed accommodation. (p.9 - 10) Mackeracher(2004) suggests a facilitator could take time during the first few learning sessions to intentionally lower emotional reactions that might occur within a session. (p. 126) Time spent lowering the emotional reaction allows the facilitator to be aware of symptomatic behaviors, assess what is a stress response and what is a gap in understanding, and address the issue without judgement. (p. 129). Getting to know one's students up front is a resource for future interaction, support, and possible intervention.  

Coping 

 Mackeracher (2004) outlines the importance of emotional intelligence. This intelligence is summarized as knowing one’s emotions through self- awareness. (p. 137) Folkman (1984) defines coping as efforts made to manage expectation. The already established state of the learner (adulthood and experience) compliments self-awareness and coping strategies. (p. 843 – 844)  

Application 

The adult learner must take responsibility for their own emotions, and a facilitator can offer support, not solutions. In 2001 Brandham University released 5 Firsthand Tips to Help Adult Learners Avoid College Stress. The series provides insightful examples about how adult learners are more equipped to manage stress and see their emotional reaction as a motivator. Examples include; adult learners hold more maturity and grit, they bring professional experience to the work, undergraduate college distractions don’t exist, procrastination is not an option, and their life seems to be reasonably in order. Brandham University then reviews 7 Reasons Why Adult Students Actually Have an Advantage in the Classroom. The further developed series indicates adult learners can manage their already established life (maturity, experience, motivation) by employing the use of solid time management, setting a pace and establishing a routine, using a solid support system, setting digestible goals for the learning session, and have a concept of self-care. These examples are useful tools if the learner takes a moment to recognize the skills and contributions to their own learning are already established. Mckeracher (2004) explains a facilitator can provide time to talk and be supportive of learning delays. (p. 130) Getting to know the student, providing mental health resources, allowing the student to discover their already equipped tool box, and understand needed assistance are examples of how a facilitator supports coping strategies.  

Reflection 

Stress as a relationship to the learner and environment pulls in a dynamic set of checks and balances. The facilitator should be well informed when it comes to mental health resources, grasp who the student is as an individual, and recognize when coping strategies are not progressing the student toward emotional control. Facilitators also need to take time in each new learning session to establish the “stakes” and lower the stress response by being clear and thoughtful in the execution and relevance of an assignment. The learner is responsible for their own well-being, self-awareness, asking for assistance, and utilizing resources.  

Highlights 

A facilitator can manage stress responses for the learner by simply being more than the face behind the desk or the profile picture in an on-line class. Taking a moment to connect, recognize that the course is a safe space, and being available are the smallest ways a facilitator can ease stress. The learner will be receptive to the resources and feel they have the freedom to bring their established skills and contributions to the class. The expectation to constantly reinvent the wheel can be overwhelming. Space to build on what the learner already has in place sets the tone for a healthy learning process. 

Process 

My process was a stress reaction tuned panic attack that resulted in the use of an entire box of tissues. I was so scared to do a theory review paper. I felt like an imposter. Here I am, 40 years old, and I don’t know how to do something. I cried, let it all out, asked a friend for help, then centered myself. I reflected on why this topic is important to me. This topic is me. I am this topic. I took a breath and got to work. Wait, here comes another round of panic. Again, I took a breath and used what I had, my time management skills. I was ahead on my other work and I could write my review without other tasks in the way. I allowed my stress response to send me on an emotional roller coaster. I learned to adapt and overcome, as I have so many times before. At the end of the theory review assignment, I can say I am proud of the work and am fascinated by what I learned. I was particularly interested in the research regarding coping. I always thought coping was going for a walk or doing yoga. Coping, at its core, is knowing myself and my established life experience and understanding how each of my attributes can guide me.  

Table 1. Summary of Theoretical Ideas 

Main Theoretical Points	Application in Practice
Stress as a relationship to learner and environment	Provide clear direction, acknowledge the learners needs, and show relevance of tasks
Evaluation of stress	Be reassuring and available
Behavior influenced by stress	Take time to get to know the learner
Coping	Provide mental health resources and offer space for the learner to discover established skills

 

References 

Dodge, L. (2018, November 28). 7 reasons why adult students actually have an advantage in the classroom. Retrieved February 17, 2021, from https://www.brandman.edu/news-and-events/blog/why-adult-students-have-an-advantage-in-the-classroom 

Elam, M. (2019, March 26). 5 firsthand tips to help adult learners avoid college stress. Retrieved February 17, 2021, from https://www.brandman.edu/news-and-events/blog/firsthand-tips-to-help-adult-learners-avoid-college-stress 

Folkman, S. (1984). Personal Control and Stress and Coping Processes: A Theoretical Analysis. Journal of Personality and Social Psychology, 46(4), 839-852. 

Gruttadaro, D., & Crudo, D. (2012). College Students Speak A Survey Report on Mental Health. Retrieved February 16, 2021, from https://www.nami.org/Get-Involved/NAMI-on-Campus 

MacKeracher, D. (2004). Making sense of adult learning. Toronto: University of Toronto Press.