Relationship of value orientations and coping strategies in student teachers

Abstract

This article presents the results of an empirical study aimed at revealing the connection between value orientations and coping strategies among second-year students of Moscow State Pedagogical University. The study was conducted on a sample of 49 students aged 18–21 years old. All respondents are studying for the "Pedagogical Education" humanities degree. The article focuses on the results of the third and final stage of the study. The method of correlation analysis was applied to determine the relationship between the values assigned by the students according to M. Rokich's test and coping strategies of coping behavior, which were identified by R. Lazarus and S. Follman. Folman. It was revealed that second-year teacher students have few moderate connections with coping strategies according to a number of studied indicators. Separate coping strategies are connected with indicators of importance of such values as self-confidence, health and love. A direct connection between the value "Self-confidence" and the coping-strategy "Distance" was determined, as well as an inverse connection between the value "Health" and "Confrontational" coping and between the value "Love" and the coping-strategy "Self-control". In the course of the study, using the r-Spearman correlation coefficient, two-sided asymptotic significance was established between the studied indicators, which allows us to talk about their interrelations. The obtained data allow us to conclude that the choice of coping strategies of students of pedagogical university partially depends on their significant value orientations. Students often choose coping strategies depending on a specific difficult situation and subjective attitude to it.