Coping Strategies of Graduate Students in Public Universities of Ethiopia and Support System in the Graduate Program

Abstract

The major objective of this study was to assess coping
strategies of adult learners in the graduate program in six public
universities of Ethiopia using a three-dimensional model which included
positive interpretation and growth, use of instrumental support, and use of
emotional support seeking strategies. The research further attempted to
identify factors in the graduate program that threatened adult learners and the
support system in the graduate program. The research design involved a
blend of qualitative and quantitative approaches which employed nonexperimental factorial design and socio-phenomenological design. Results
showed that graduate students mainly used strategies pertaining to positive
appraisal of the graduate program and emotional support they received from
friends and their families. Teaching-learning process, availability of facilities
and resources, support network, individual learner’s characteristics, and
favorable learning environment were found to have a capacitating effect to
meet curricula demands and adult life tasks. Finally, implications to improve
the learning environment of adult learners in the context of graduate program
are forwarded.