CURRENT STATE OF STRESS-IDENTIFICATION SKILLS IN CREDIT - BASED LEARNING SYSTEM OF PEDAGOGICAL STUDENTS

Stress-identifying skill is a component skill for coping with stress in credit-based learning. On the basis of concept execution, the article clarifies the current state of stress identification skills in credit-based learning. The study has conducted a survey on 503 pedagogic undergraduate students in Ho Chi Minh City. Can Tho city and Dong Thap province. The results showed that: the student’s stress- identification skills in credit-based learning system were rated as medium; there was a considerable difference in terms of level of this skill among groups of students by location and by year of study; there was also a relatively strong correlation between the level of cognition and the level of performance of stress identification skill in credit-based learning. This is a practical foundation for skills improvement measures to enhance the quality of credit-based learning.