| Abstract: | ABSTRACTStudents experience a wide range of fearful thoughts and emotions while in the classrooms that create stress significant enough to impact learning. The current study examined qualitative data extracted from undergraduate student responses focusing on ways in which they cope with academic fears. The responses were coded and categorized into three distinct coping themes from which the authors developed concomitant recommendations. These strategies include (a) educating students about coping through self-help approaches; (b) encouraging students to build support systems; and (c) promoting action-based strategies to help students cope with fears. |
