The Impact Of Combined Counselling Support and Educational Counselling On Alleviating Academic Stress: The Role Of Demographic Factors
Abstract
This study aims to explore the key factors influencing the alleviation of academic stress, focusing on three dimensions: demographic factors, counselling support and educational counselling and verifies the combined effect of the two intervention approaches. Using a quantitative cross-sectional design, online questionnaires were distributed to vocational students in Chongqing, China, and 400 valid responses were collected. Statistical software was used to conduct reliability and validity testing, an Independent Samples t-test, a One-Way ANOVA, and a Multiple Regression Analysis on the collected data. The results show that among demographic factors, age, academic year and major category have a significant impact on academic stress alleviation, while gender has no obvious influence; counselling support (including cognitive restructuring, stress coping training and social support network) has a significant positive predictive effect on academic stress alleviation; educational counselling (including career guidance, learning strategy optimization and home-school collaboration) also has a significant positive impact on academic stress alleviation. In addition, the combined use of counselling support and educational counselling presents stronger explanatory power and better intervention effects than either approach used alone. This study breaks through the limitations of single-factor intervention research, enriches the theoretical framework for academic stress alleviation by integrating psychological and educational support perspectives, and provides practical guidance for colleges and universities in designing systematic, targeted stress-relief programs.
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