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Author: Tanya M. Hudson Publisher: ISBN: Category : Education, Secondary Languages : en Pages : 0
Book Description
Stress-coping strategies are identified by researchers as conditions used suitable to a situation when adolescents have a change in their environment or a stressor that they cannot control. The purpose of this dissertation was to explore the impact of stress-coping strategies on perceived stress levels, levels of intrinsic motivation, and self-efficacy. According to the research, stress results from an imbalance between the requirements of the environment and one's ability to cope with it (Aldwin, 2007). The inquiry was conducted in a high school of convenience where the researcher had access to the students available to participate in this mixed-method design. The use of suitable coping strategies depends on several factors. Three researched-based stress-coping strategies were examined. Emotion-focused, avoidance-focused, and problem-focused skills were implemented into the study, and focus groups were used to embed the quantitative findings into the qualitative survey results. Research has shown that adolescents often benefit when they can combine one or more coping strategies to address the stressor. Since strategies have benefits and costs associated with them, it is necessary to identify the long-lasting stressors adolescents face in order to find a response related to or based on the context of the stressor. The descriptive analysis of the presurvey and postsurvey, implementation of strategies, and open-ended discussion data collected were analyzed to determine the impact stress-coping strategies have on perceived stress levels, intrinsic motivation, and self-efficacy. A Chi-Square Goodness of Fit was used to indicate the distribution of responses along with the percentage of agreement between respondents on the whole item. The researcher combined three instruments into one survey to measure the students' perceived stress levels, levels of intrinsic motivation, and self-efficacy. The presurvey and postsurvey design was performed to determine a correlation in these three variables. The data from the quantitative and qualitative design combined were used to answer the three questions and to review any possible correlations of the three variables to determine a relationship using a Pearson correlation and t test. Results, strengths of the study, and limitations are discussed in the final dissertation.
Author: Tanya M. Hudson Publisher: ISBN: Category : Education, Secondary Languages : en Pages : 0
Book Description
Stress-coping strategies are identified by researchers as conditions used suitable to a situation when adolescents have a change in their environment or a stressor that they cannot control. The purpose of this dissertation was to explore the impact of stress-coping strategies on perceived stress levels, levels of intrinsic motivation, and self-efficacy. According to the research, stress results from an imbalance between the requirements of the environment and one's ability to cope with it (Aldwin, 2007). The inquiry was conducted in a high school of convenience where the researcher had access to the students available to participate in this mixed-method design. The use of suitable coping strategies depends on several factors. Three researched-based stress-coping strategies were examined. Emotion-focused, avoidance-focused, and problem-focused skills were implemented into the study, and focus groups were used to embed the quantitative findings into the qualitative survey results. Research has shown that adolescents often benefit when they can combine one or more coping strategies to address the stressor. Since strategies have benefits and costs associated with them, it is necessary to identify the long-lasting stressors adolescents face in order to find a response related to or based on the context of the stressor. The descriptive analysis of the presurvey and postsurvey, implementation of strategies, and open-ended discussion data collected were analyzed to determine the impact stress-coping strategies have on perceived stress levels, intrinsic motivation, and self-efficacy. A Chi-Square Goodness of Fit was used to indicate the distribution of responses along with the percentage of agreement between respondents on the whole item. The researcher combined three instruments into one survey to measure the students' perceived stress levels, levels of intrinsic motivation, and self-efficacy. The presurvey and postsurvey design was performed to determine a correlation in these three variables. The data from the quantitative and qualitative design combined were used to answer the three questions and to review any possible correlations of the three variables to determine a relationship using a Pearson correlation and t test. Results, strengths of the study, and limitations are discussed in the final dissertation.
Author: Gordon S. Gates Publisher: IAP ISBN: 1607526042 Category : Education Languages : en Pages : 256
Book Description
This collection of chapters presents research focused on emerging strategies, paradigms, and theories on the sources, experiences, and consequences of stress, coping, and prevention pertaining to students, teachers and administrators. Studies analyze data collected through action research, program evaluation, surveys, qualitative interviewing, auto ethnography, and mixed methods gathered from students and educators in the United States, Italy, Holland, Turkey, and Australia.
Author: Skye Gallagher Publisher: ISBN: Category : Adjustment (Psychology) Languages : en Pages : 152
Book Description
Strategies used to cope with stress are health behaviors that can influence both stress levels and stress-related health outcomes. When practiced long-term, coping behaviors that are approach-oriented or health-enhancing tend to be adaptive, and those that are avoidant or health-risk tend to be maladaptive. Stress coping interventions in the current literature will often only focus on increasing adaptive behaviors, but decreasing maladaptive behaviors may follow a separate health behavior change process. The current exploratory study tested a basic health behavior change framework with the use of general self-efficacy (GSE), because task-specific self-efficacy is a common predictor of health behaviors according to many theoretical models. College student participants were cross-sectionally administered surveys that measured GSE, adaptive and maladaptive coping behaviors, and perceived stress. The results showed an indirect negative effect of GSE on perceived stress through maladaptive coping, but adaptive coping did not act as a mediator. Additionally, participants with a high adaptive/low maladaptive coping profile reported significantly lower PSS levels than those with a low adaptive/high maladaptive profile. This provides preliminary support for the idea that maladaptive coping behaviors may be changed independently from adaptive coping, although more research is needed in the context of full health behavior change models. Future stress coping interventions could be enhanced by addressing both components, in order to create the most optimal coping profile for stress reduction, above and beyond the benefits of altering adaptive coping alone.
Author: Marcus A. Henning Publisher: Routledge ISBN: 1317803396 Category : Education Languages : en Pages : 259
Book Description
Higher education is a high stakes process involving engagement with curricula and often entails coping with the onslaught of assessments and examinations. This process creates a level of intensity that impacts on the student experience in higher education. It is, therefore, important to consider not only the motivational aspects of learning but also quality of life issues, as they have profound effects on students. Quality of life affects the way students interact with their formal education, and has wide-reaching effects on future careers and their ability to coordinate everyday events. Integrating these two concepts, student motivation and quality of life, brings together the explicit elements that underpin learning in the higher education context, creating links between the affective and social aspects of the student life. This synthesis is integral to improving student retention and quality of life and has important ramifications for educationalists, administrators, pastoral care and academic support service personnel, and students themselves. Some highlights of the book include: Applied Positive Psychology in Higher Education Internationalisation and Quality of Life: A Taiwanese Perspective The Computer Assisted Learning for the Mind (CALM) Website: Teaching Skills to Increase Resilience The Oxford University Peer Support Programme: Addressing the Wellbeing of Students Higher Education and Student Stress: Reclaiming Light, Liberty and Learning Improving academic quality of life through attribution- and motivation-focused counselling
Author: Publisher: ISBN: Category : Adjustment (Psychology) Languages : en Pages : 97
Book Description
"Academic stress leads to coping strategies in college students. These coping strategies are the result of appraisal. Appraisal of academic stress may be correlated with the coping strategies of poor eating and inadequate sleep; and coping strategies may be directly correlated with subjective well-being. The Transactional Model of Stress and Coping (TTSC) published by Lazarus and Folkman in 1984 was used to link student coping styles, such as inadequate diet and insufficient sleep, to perceived stress. The researchers hypothesized that the negative relationship between stress and life satisfaction would be stronger for individuals who utilized inadequate diet and insufficient sleep as a maladaptive coping strategy. The results indicated that diet did not have a significant relationship between life satisfaction and perceived stress but is more strongly related to perceived stress than it is to life satisfaction. Emotion-focused coping from TTSC may be consistent with these findings, as well as Hans Selye's Stress Response theory, suggesting that inadequate diet may more likely play a role in the physiological experience of stress than the psychological experiences of stress, which is how TTSC interprets stress. Insufficient sleep was found to be a significant predictor of life satisfaction, which indicates that when students are sleeping well, they feel better about their lives. Additionally, students that achieved more sufficient sleep identified themselves with lower levels of stress. This study addressed the gap in research by connecting the constructs of perceived stress, coping strategies (diet and sleep), and well-being (life satisfaction) into one study rather than looking at the impact of these constructs on well-being separately. The results and findings of this study may provide assistance to college administrators on the design and delivery of health-related programs and services"--Page 9.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to investigate the effects of Stress Management Training Program on perceived stress, self-efficacy and coping styles of preparatory school students in Middle East Technical University. Pre-posttest experimental control group design was used to investigate the effectiveness of Stress Management Training Program. Before the main study, reliability and validity studies of Perceived Stress Scale (PSS-10), College Adjustment Self-efficacy Scale (CASES) and Student Coping Instrument (SCOPE) were carried out with one hundred and forty one students. Three hundred and sixty six students (154 females and 212 males) contributed the main study. Among them, sixteen students were randomly assigned in the experimental and control group. While the Stress Management Training Program was applied for experimental group, control group did not receive any treatment. The program continued for six weeks, once a week for 90 minutes. The program included the effective and in-effective ways of coping with stress, emotions and thoughts that affect behaviors, relaxation training, problem solving and assertiveness training. ANOVA, Mann-Withney U and two-related samples Wilcoxon tests were used to analyze data. The results of analysis of variance showed a gender difference between males and females. Females had higher scores in perceived stress, socially related life events and emotion-focused coping. The results of Wilcoxon test showed a significant reduction between pre and post test scores of experimental group in perceived stress scores and the frequency of socially related life events. No difference was found for CASES and SCOPE. At the end of the study, the findings were discussed and recommendations were presented.
Author: Albert Bandura Publisher: Macmillan ISBN: 9780716728504 Category : Psychology Languages : en Pages : 628
Book Description
Albert Bandura's highly anticipated examination of his vastly influential work on self-efficacy is now available. The result of over 20 years of research by this renowned psychologist, the book articulates comprehensively Bandura's theory that believing one can achieve what one sets out to do results in a healthier, more effective, and generally more successful life.
Author: Dawn L. Rendell Publisher: ISBN: Category : College students Languages : en Pages : 163
Book Description
College students over the last three decades have reported increasing levels of stress (Astin A. W., 1998; Twenge, 2006). As students come to college feeling overwhelmed, student affairs professionals must prepare to address the issue of stress and explore possible interventions and program. Previous research on college student stress has tended to focus on bivariate relationships. Researchers have explored how technology, gender, race, and problem-solving confidence are related to perceived stress. Many studies have focused on the relationship between problem-solving efficacy and stress, as well as problem-solving skill development as an intervention to help manage stress. Participants in this study were 627 undergraduate students at a four-year, highly residential, primarily White, public University in the Northeast who were involved in student government, residence hall associations, Greek letter organizations, and identity based cultural organizations. The purpose of this dissertation was to explore the relationship between problem-solving confidence and students' perceptions of their stress, while controlling for race, gender, technology use, and involvement. Participants were asked to complete on online survey that included questions about their technology use, extracurricular involvement, perceived stress, and problem-solving confidence. I utilized bivariate statistical analysis, one-way analysis of variance, and linear regression to analyze relationships and differences between sub-groups Significant findings include the absence of a difference between stress and problem-solving confidence among men and women involved in leadership positions. Results of this study confirm a negative relationship between perceived stress and problem-solving self-efficacy, even after controlling for other factors contributing to stress. Furthermore, this dissertation contains implications for student affairs practitioners and directions for future study. Implications for student affairs professionals include designing intentional programmatic and advising interventions aimed at developing problem-solving confidence and efficacy to help student leaders better manage stress and increase student wellness and success. Areas of future study include gaining further understanding of female student leaders as well as expanding research to include a variety of organization types.
Author: Tanya M. Hudson
Author: Tanya M. Hudson
Author: Gordon S. Gates
Author: Skye Gallagher
Author: Marcus A. Henning
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Author: 
Author: 
Author: Albert Bandura
Author: James P. Raffini
Author: Dawn L. Rendell