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Learning Orientation and Stress in an Online Experience
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Author(s): Deana L. Molinari (Washington State University Intercollegiate College of Nursing, USA), Ellie Anderberg (North Idaho College, USA), Alice E. Dupler (Washington State University Intercollegiate College of Nursing, USA)and Naomi Lungstrom (Washington State University Intercollegiate College of Nursing, USA)
Copyright: 2005
Pages: 6
Source title:
Encyclopedia of Distance Learning
Source Author(s)/Editor(s): Caroline Howard (HC Consulting, USA), Judith V. Boettcher (Designing for Learning, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong), Karen D. Schenk (K. D. Schenk and Associates Consulting, USA), Patricia L. Rogers (Bemidji State University, USA)and Gary A. Berg (California State University Channel Islands (Retired), USA)
DOI: 10.4018/978-1-59140-555-9.ch183
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Abstract
Stress impacts both quality and length of life according to several researchers (McEwen & Seeman, 2003). More studies need to discuss the relationship between stress and education. The lack of available information does not mean the issue is not important because stress is known to block learning (Zull, 2002; Sapolsky, 1998). Learning and life stressors are thought to negatively influence academic achievement and satisfaction levels. Stress also affects performance according to Akgun and Ciarrochi (2003) by decreasing memory and problem- solving abilities (McEwen, 1998a). The psychological outcomes of poor performance can further impact student academic retention (Shelton, 2003) and health (McEwen, 1998b). Recent research about learning emotion, intention, and social factors offers new insights into stress and achievement (Martinez, 2003).
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