The Relationship Between Stress Coping And Cadets’ Learning Motivation In Maritime Vocational Education And Its Policy Formulation
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This study aims to analyze the relationship between stress coping and cadets’ learning motivation in vocational maritime education and to formulate relevant policies. The study population consisted of 95 first-year cadets at the Faculty of Maritime Vocational Studies. Saturated (total) sampling was used, so that all 95 cadets became research participants. Data were collected through questionnaires, observations, and interviews. Data were analyzed using multiple regression analysis, with hypotheses tested using t-tests and F-tests. The results showed that Emotion-Focused Coping did not significantly affect learning motivation when analyzed separately, whereas Problem-Focused Coping had a significant effect on learning motivation. When both coping strategies were considered simultaneously, they significantly influenced cadets’ learning motivation. Based on these findings, this study suggests the need for a comprehensive policy to help cadets manage stress. Such a policy includes providing guidance and counseling services and developing effective stress management training programs to enhance cadets’ well-being, reduce dropout rates, and increase learning motivation. Implementing this policy is expected to support cadets in achieving optimal academic performance and completing their education on time.
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