Stress Experienced by Homeschooled Students on University Admission: A Qualitative Study. (English)
Keywords:
Stress, Homeschooling, University Admission, Counseling PsychologyAbstract
This research aims to study the perspectives and characteristics of stress experienced by homeschooled students regarding university admission. This includes exploring how family, tutors, and peers can support and reduce stress in homeschooled students. The research is a qualitative study with a phenomenological approach, collecting data through in-depth interviews. The informants consisted of 5 individuals, including 2 males and 3 females, selected through purposive and snowball sampling. The informants were aged 20-23 and had completed high school or its equivalent through homeschooling. They had also experienced preparation for university admission in the past 4 years. The data analysis revealed that the informants had overall stress levels similar to those of regular students, but with additional stress from a lack of understanding of the homeschooling education system. Environmental factors influencing stress during university admission included peer support, which played a role in alleviating stress through encouragement; family support, which helped ease stress in various ways; tutors’ support, which provided help with academic assistance; and personal factors, which contributed to stress relief through hobbies. Homeschooling allowed for more free time and flexibility in scheduling study and rest periods. However, the informants lacked of comparison with their peers' academic performance, which could help assess their potential.
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