Preliminary Study on the Learning Pressure of Undergraduate Industrial Design Students

Chen, Wenzhi

Learning pressure affects students’ learning process and performance. Industrial design education emphasizes that operations on real design problems that have heavy working loads may cause learning pressure. The purpose of this study is to explore the issues causing learning pressure and the pressure management strategies of undergraduate industrial design students. There were 297 students who participated in the questionnaire survey. The main findings are as follows: First, learning pressure includes academic pressure, peer pressure, self-expectations, time pressure, financial pressure, pressure from instructors, external pressure, future career, pressure from parents, resource pressure, achievement, and situational pressure. In addition, the main learning pressure is caused by finance, time, resources, external issues, and future career. Second, the pressure management strategies include problem solving, procrastination and escape, help seeking, leisure, emotional management, and self-adjustment. The most useful strategy for managing pressure is leisure, and procrastination and escape is the least useful strategy. Third, all learning pressures are significantly correlated with procrastination and escape strategy, but the coefficients are low. The results can be a reference for industrial design education and related research.

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