Learning Stress of Construction Management Students and Its Impact on Learning Performance: A Case Study in Suzhou

Jiakang Li, Shang Zhang (), Huimin Zhang and Ruiyong Wang
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Jiakang Li: Suzhou University of Science and Technology
Shang Zhang: Suzhou University of Science and Technology
Huimin Zhang: Suzhou University of Science and Technology
Ruiyong Wang: Jiangsu Qiyue (DLH) Engineering Consulting Co., Ltd

A chapter in Proceedings of the 26th International Symposium on Advancement of Construction Management and Real Estate, 2022, pp 1391-1402 from Springer

Abstract: Abstract With the continuous development and transformation of the Chinese construction industry, the demand for construction management professionals is increasing and the ability requirements are higher and higher. An appropriate level of learning stress produces a high level of learning performance for the students, which is critical to improve the quality of construction management graduates for the sustainable development of the construction industry. Employing questionnaire and interview methods, this paper aims to investigate the learning stress and its impact on the learning performance of construction management students at Suzhou University of Science and Technology. In this study, 100 valid questionnaires were collected and 12 construction management students were interviewed. Through descriptive analysis, correlation analysis and regression analysis, the main findings are: (1) the learning stress of construction management students is not high (2.60); (2) the learning performance of construction management students is at a medium level (2.96); (3) some significantly negative and positive relationships were found between the dimensions of the learning stress and learning performance. The research outcomes of this study will be helpful for the students in construction management discipline and institutions offering construction management program to effectively manage learning stress and improve the learning performance.

Keywords: Construction management; Learning stress; Learning performance; Suzhou (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/978-981-19-5256-2_107

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