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 non-experimental 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.