Stress-coping strategies and their relationship to academic resilience among students with learning disabilities in the sultanate of Oman

Abstract

The study aimed to explore the relationship between stress-coping strategies and academic resilience among students with learning disabilities in the Sultanate of Oman. The study sample consisted of (98 (male and female students. A correlational descriptive approach was used by adapting and modifying scales for stress-coping strategies and academic resilience to suit students with learning disabilities. The results revealed that the most common stress-coping strategies among students with learning disabilities were: emotion-focused coping, denial, and ineffective coping. Conversely, the students showed low usage of the following strategies: effective coping, planning, and positive reframing. Moderate usage was observed for seeking social support and turning to religion. Additionally, the level of academic resilience among these students with learning disabilities was also low. The results indicated an inverse relationship between effective coping, planning, positive reframing, seeking social support, and academic resilience. A positive relationship between emotion-focused coping, denial, ineffective coping, turning to religion, and academic resilience. The study recommended increased attention to students with learning disabilities, along with the implementation of awareness and guidance and counseling programs to enhance their academic resilience and training them to use positive stress-coping strategies.