Stress and Anxiety Levels of the College of Teacher Education students and their Motivation to Learn: An Input to an Intervention Program

The stress and anxiety experienced by many students during this pandemic affect their motivation  to learn in this new normal education set up. Motivation is one of the major concerns irrespective of which study model is adopted whether online, blended, hybrid or a myriad variation. This descriptive-correlational study determined the perceived levels of stress, anxiety and academic motivation  to learn during this Covid-19 pandemic situation  of the  191 students selected though simple random sampling of the College of Teacher Education and the  relationship between  student-respondents’ level of stress and anxiety and their level of academic motivation. To assess  students’ perceived stress, anxiety and academic motivation,  the COVID-19 Student Stress Questionnaire (CSSQ), Generalized Anxiety Disorder (GAD-7) and Academic Motivation Scale were utilized. The questionnaires were administered through google forms.   Findings revealed that more than 40 % of the students perceived that their relationships with their relatives, colleagues and university professors as somewhat stressful; 40 % perceived the risk of covid-19 as moderately stressful; 20 % perceived their academic studying experience very stressful and more than 15 % found the risk of contagion and social isolation very stressful. Moreover, 38 % exhibit moderate anxiety, 29 % are experiencing mild anxiety while 28 % had severe anxiety and  only  5 % minimal anxiety level. Results revealed that all the indicators of motivation have positive significant relationships with the stress indicators. For future research, similar study can be conducted to determine the relationship of demographic profiles of the respondents to the stress, anxiety and levels of motivation to learn and adopt the intervention program so the students of the college may cope up with the challenges of Covid 19 pandemic