Abstract
Traditional research examining student stress relies on surveys using pre-determined categories. This study diverts from that approach by adopting a Communication in Conflict class assignment over seven classes (N = 115) using photovoice to determine if results fluctuate by using a different methodology. Additionally, we sought to understand if the sources of stress vary by gender and semester. The data revealed seven categories as the main stressors of student conflict: 1) time management, 2) mental health, 3) finding oneself, 4) future uncertainty, 5) other, 6) financial, and 7) past mistakes. Regardless of participants’ sex/gender or semester in which the data were collected, time management and mental health remained constant. Furthermore, finding oneself and future uncertainty were stressors identified more often in the fall rather than the spring semester. These results varied from traditional survey research.
DOI
10.31446/JCP.2023.1.04
Author ORCID Identifier
DeAnne Priddis: 0000-0002-0101-1997
Recommended Citation
Priddis, D. & Hundley, H. L. (2023). Elucidating college students’ stressors: Photovoice as a pedagogical tool and qualitative methodology. Journal of Communication Pedagogy, 7, 41-61. https://doi.org/10.31446/JCP.2023.1.04
Included in
Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, Counselor Education Commons, Educational Leadership Commons, Higher Education Commons, Interpersonal and Small Group Communication Commons, Other Communication Commons, Social Work Commons
