Purpose

Due to COVID-19 pandemic, the government around the world has closed all the educational institutions to control the spread of disease, which is creating a direct impact on students, educators and institutions. The sudden shift from the physical classroom to virtual space is creating a disruption among students. The purpose of this study was to analyze the perception of academic stress experienced by students during current online education and coping strategies using emotional intelligence adopted by them.

Design/methodology/approach

Using a purposive sampling method, data were collected on a sample of 94 students pursuing undergraduation and postgraduation from two Indian cities, Ahmedabad, and Mumbai. The survey was conducted using two online questionnaires, Perceptions of Academic Stress Scale and Emotional Intelligence Scale and analyzed using descriptive statistics with chi-square analysis. A telephonic discussion was also conducted with some respondents to understand different coping strategies used by them to handle the stress.

Findings

The findings indicated significant differences were observed between the fear of academic failure and online and home environment among male and female students. Many of them have started diverting themselves to various creative activities and taking up courses that are helping them to learn new technical skills. By using emotional intelligence and distancing from boredom and depressive thoughts, students were trying to cope with negative effects arising from the current pandemic situation.

Research limitations/implications

This research study will be beneficial to educators, scholars, students, parents and will add a contribution to its field. However, the key factors studied were limited to a small sample from selected institutions and cities, which cannot be used to generalize to a large population.

Practical implications

The findings of this paper will be useful to assess the key challenges of online education especially at the time when it is the only option.

Social implications

The findings of this paper will be beneficial to understand the academic stress experienced by students and how a cultural and educational modification will be implemented.

Originality/value

This research study was conducted during the lockdown in India (April–May 2020), and the results derived through it are original in nature.

中文翻译：

---

COVID-19期间的在线教育：大学生的学习压力和情绪智力应对策略的感知

目的

由于COVID-19大流行，世界各地的政府已经关闭了所有教育机构，以控制疾病的传播，这直接对学生，教育者和机构产生了影响。从物理教室到虚拟空间的突然转变正在造成学生间的干扰。这项研究的目的是分析学生在当前的在线教育和应对策略中使用的情感智能对他们所承受的学习压力的感知。

设计/方法/方法

使用目标抽样方法，收集了来自印度两个城市艾哈迈达巴德和孟买的94名追求本科和研究生毕业的学生的样本数据。该调查是使用两个在线问卷进行的，即“学习压力量表的感知量表”和“情绪智力量表”，并使用描述性统计量和卡方分析进行了分析。还与一些受访者进行了电话讨论，以了解他们用来应对压力的不同应对策略。

发现

调查结果表明，在男女学生对学业失败的恐惧以及在线和家庭环境之间，观察到了显着差异。他们中的许多人已经开始将自己转移到各种创造性活动上，并参加有助于他们学习新技术技能的课程。通过运用情绪智力并摆脱无聊和沮丧的想法，学生们正试图应对当前大流行情况带来的负面影响。

研究局限/意义

这项研究将有益于教育者，学者，学生，父母，并将为该领域做出贡献。但是，所研究的关键因素仅限于来自选定机构和城市的一小部分样本，不能用来推广到大量人口。

实际影响

本文的研究结果将有助于评估在线教育的主要挑战，特别是在它是唯一的选择时。

社会影响

本文的研究结果将有助于理解学生的学习压力以及如何实施文化和教育改革。

创意/价值

这项研究是在印度锁定期间（2020年4月至2020年5月）进行的，其得出的结果本质上是原始的。