The Relationship Between Coping Strategies and Cigarette Smoking Behavior Among Final-year Engineering Students in Jember, Indonesia

Families of adolescents and adults with autism spectrum disorders in Taiwan: The role of social support and coping in family adaptation and maternal well-being

This study aims to determine the effect of counseling on the stress coping of HIV/AIDS patients during antiretroviral treatment (ARV). Using a quasi-experimental design of one-group pretest-posttest, this study involved 30 respondents of adults diagnosed with HIV/AIDS. The results showed that counseling interventions significantly increased the use of problem-focused coping strategies and reduced emotion-focused strategies among respondents. The results of the analysis showed that counseling interventions had a significant influence on the coping strategies used by patients. The mean problem-focused coping score increased from 15.00 (SD = 3.50) before counseling to 25.00 (SD = 4.00) after the intervention, indicating a significant improvement in the use of more adaptive coping strategies. In contrast, the average emotion-focused coping score decreased from 22.00 (SD = 5.00) to 15.00 (SD = 4.50), indicating that counseling was effective in reducing the use of emotion-based strategies. Counseling has an important role in helping patients manage stress and motivate adherence to medication. This research is expected to contribute to the understanding and management of stress in people with HIV/AIDS through appropriate interventions.

The value of psychological principles has become apparent in medical settings, especially with the rise of patient-centered care. We aimed to provide a curriculum informing medical providers about the theoretical basis and clinical utility of the social-cognitive model of stress and coping. This workshop was delivered to an interprofessional team of faculty and trainees. Our initial pedagogical approach was to relate the concepts of cognitive appraisals and coping strategies to participants' own stress responses. We then used didactic presentation and small-group activities to explore ways to promote adaptive coping with patients to improve health outcomes. Learners participated in a mindfulness exercise, conceptualized coping strategies given a hypothetical case scenario, and, in small groups, role-played a patient encounter to construct an effective coping repertoire for the patient. Participants completed a prework self-assessment and workshop evaluation form. The 2.5-hour workshop had 48 participants from five professions (medicine, education, physician assistant, pharmacology, psychology). We received 35 evaluations (73% response rate). Learners reported increased real-world skills (M = 8.0 out of 10) and feeling better prepared for working in interprofessional settings (M = 7.6 out of 10). Qualitative feedback suggested that participants recognized the importance of individual differences in coping with stress and felt they could categorize strategies into emotion- or problem-focused coping. This workshop provided participants with basic knowledge about the social-cognitive model of stress and coping and allowed them to practice newly learned skills in a role-play as an interprofessional medical care team.

Objective To compare stress symptoms and coping strategies among caregivers of older adults with Alzheimer's disease according to sociodemographic, health, and professional variables. Method A cross-sectional study was conducted of 126 caregivers of older adults with Alzheimer's disease. A questionnaire assessing caregiver sociodemographic and health profiles, the Perceived Stress Scale, and the Ways of Coping Scale were applied. Data analysis was performed using the independent t-test, one-way ANOVA, and Tukey's post-hoc test (p<0.05). Results Women made greater use of the coping strategy of seeking social support (p=0.013). Caregivers with more than one care recipient made greater use of problem-focused coping strategies (p=0.020). Caregivers engaged in formal care exhibited higher levels of stress (p=0.015) and made less use of problem-focused coping strategies (p=0.020). Conclusion Sociodemographic, health, and professional profiles are factors mediating the stress coping strategies employed by caregivers of older adults with Alzheimer's disease.

Intensive Care Unit (ICU) exposes nursing students to high workloads, emotional demands, and high-risk performance. Understanding perceived stress, coping strategies, and influential factors may enhance students' clinical experiences and outcomes. To assess perceived stress levels, identify coping mechanisms, and explore associations between stress, coping mechanisms, and demographic factors among nursing students during their Intensive Care Unit (ICU) clinical. The study was conducted across three campuses of the Higher Colleges of Technology (HCT) in the United Arab Emirates (UAE). A cross-sectional study design with a total sample of 127 undergraduate nursing students was conducted. Data were collected using the Perceived Stress Scale (PSS) and Coping Behavior Inventory (CBI). Students reported a moderate level of perceived stress (mean = 1.87, SD = 0.80). The highest-ranking stressors reported included assignments and workload, with (mean = 2.12, SD = 0.91), followed by peer-related stress (mean = 1.98, SD = 1.03). The most reported coping mechanism among students was the problem-solving mechanism (mean = 2.23, SD = 0.95), followed by the transference mechanism (mean = 2.17, SD = 1.00), and staying optimistic (mean = 2.15, SD = 0.95). Stepwise regression showed that the significant predictors of overall stress were avoidance coping, β = 0.65, p < 0.001, and transference coping, β = 0.24, p < 0.001, explaining 63% of variance, R² = 0.63. Problem-focused coping negatively predicted environmental stress, (β = -0.21, p = 0.021), highlighting its protective role. This research underscores the nursing students' moderate stress experienced during ICU nursing placements due to workload and peer pressure. Use of problem-focused coping strategies reduced stress, while maladaptive avoidance coping strategies increased stress. Stress was strongly predicted by avoidance and transference coping confirming the necessity for coping skills instruction in nursing. Teaching stress coping and resilience building in clinical education will improve students' well-being, performance, and preparedness for critical care nursing.

Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering and multimedia students the task to ‘make maths relevant’ for first-year students. This approach is novel as we moved away from the traditional thinking that staff should produce these resources to students producing the same. These students have more recently undertaken first-year mathematical study themselves and can also provide a more mature student perspective to the task than first-year students. Two final-year engineering students and three final-year multimedia students worked on this project over the Australian summer term and produced two animated videos showing where concepts taught in first-year mathematics are applied by professional engineers. It is this student perspective on how to make mathematics relevant to first-year students that we investigate in this paper. We analyse interviews with higher year students as well as focus groups with first-year students who had been shown the videos in class, with a focus on answering the following three research questions: (1) How would students demonstrate the relevance of mathematics in engineering? (2) What are first-year students' views on the resources produced for them? (3) Who should produce resources to demonstrate the relevance of mathematics? There seemed to be some disagreement between first- and final-year students as to how the importance of mathematics should be demonstrated in a video. We therefore argue that it should ideally be a collaboration between higher year students and first-year students, with advice from lecturers, to produce such resources.

Major depressive disorder (MDD) is one of the most prevalent mental health disorders worldwide, significantly affecting individuals’ daily functioning and quality of life. Coping strategies play a crucial role in the course and clinical outcomes of MDD, thereby influencing the course of MDD. The aim of this study is to investigate the association between various coping strategies and specific clinical outcomes in patients with MDD, both cross-sectionally and prospectively. The sample consisted of 154 Greek patients with MDD (84.4% females) with an age range between 18 and 73 years (M = 48.54; SD = 14.35). The participants’ socio-demographic and clinical characteristics were assessed at the baseline (wave 1), and coping strategies were evaluated using the Brief Coping Orientations to Problems Experienced Scale (Brief-COPE) at approximately five months after enrolment (wave 2), while clinical outcomes were assessed using the Beck Depression Inventory (BDI), the Spielberger Anxiety Scale (STAI-Trait), and the Risk Assessment Suicidality Scale (RASS) at approximately 5 and 10 months after the baseline assessment (waves 2 and 3). The results of the multivariate regression analysis revealed that more frequent use of problem-focused coping strategies (i.e., active management and planning) and emotion-focused coping strategies (i.e., acceptance and positive reinterpretation) were significantly associated with lower intensity of depressive symptomatology, anxiety, and suicide risk, both cross-sectionally and prospectively. Conversely, more frequent use of maladaptive coping strategies (i.e., behavioral disengagement, denial, and self-blame) was linked to higher levels of depression, anxiety, and suicide risk. These findings highlight the need to promote adaptive coping and address maladaptive strategies in MDD treatment, as they significantly influence clinical outcomes, particularly within culturally specific contexts like Greece.

Background: The incidence of heart failure continues to rise in the United States, with more than 600,000 new cases diagnosed each year. The progressive nature of heart failure predisposes individuals to physical and psychological sequelae, including physical activity intolerance and depressive symptoms. Coping is beneficial in assisting individuals to live with heart failure. Evidence suggests that how individuals cope with heart failure may influence heart failure-related outcomes, such as psychological well-being, self-care, health-related quality of life, and mortality. Thus, a better under- standing of coping styles can assist clinicians and researchers to develop interventions that improve heart failure outcomes. Purpose: To provide a systematic review and synthesis of evidence regarding the influence of coping styles in HF. A conceptualization of coping commonly used in heart failure-related literature within the context of stress and cognitive appraisal of stress is described. In addition, this review will identify what is known about: (1) individual factors that influence coping styles in heart failure; (2) the influence of coping styles on heart failure-related outcomes; and (3) interventions that promote effective (e.g., problem-focused) coping in heart failure. Methodological issues associated with this empirical literature and implications for clinicians and research also were discussed. Methods: This article provides a systematic review of current empirical evidence regarding the influence of coping styles on heart failure-related outcomes. Results: This review of empirical literature revealed several factors that may influence coping style in individuals with HF, including co-morbidities, personality, illness knowledge and beliefs, and sense of coherence. Additionally, the use of problem-focused coping strategies was found to be related to positive HF outcomes, such as psychological well-being, enhanced self-care, and improved health-related quality of life. Whereas, the use of emotion-focused coping strategies was found to be associated with negative HF outcomes, such as psychological distress, decreased health-related quality of life, and increased HF-related mortality. Although limited, experimental work in this area suggests that problem-focused coping strategies may be beneficial in improving HF-related outcomes. Conclusions: Effective coping aids the successful management of heart failure, specifically the management of associated physical symptoms and psychological sequelae that may result. Problem-focused strategies may be more beneficial than emotion-focused strategies in assisting individuals to cope with heart failure and improve heart failure outcomes, such as psychological well-being, self-care, and health-related quality of life. Conversely, emotion-focused strategies may nega- tively influence heart failure outcomes, such as psychological distress, decreased health-related quality of life, and heart failure-related mortality. Therefore, nurses should include problem-focused coping strategies in patient and family education. Research on the effectiveness of problem-focused strategies is sparse, thus more experimental studies, particularly longitudinal designs, is warranted to determine the efficacy of problem-focused interventions throughout the progression of heart failure.

The article presents a theoretical and empirical analysis of the relationship between coping strategies and reflexive mechanisms among university students. The aim of the research was to investigate the influence of reflexive skills on students’ choice of adaptive or maladaptive coping strategies in the context of academic and external stressors. The study involved 119 undergraduate students from the National University of Ostroh Academy. The following instruments were used: the Brief-COPE questionnaire (adapted by T. Yablonska, O. Vernyk, and H. Haivoronskyi) and three diagnostic tools developed by O. V. Savchenko for assessing reflexive skills at cognitive, metacognitive, and personal levels. Descriptive statistics revealed that the most commonly used coping strategies among students were emotion-focused coping and problem-focused coping, while avoidant coping strategies were used less frequently. Reflexive skills were found to be developed at all three levels, with the highest scores observed at the metacognitive level. Regression analysis demonstrated that reflexive skills are significant predictors of coping behavior. Specifically, cognitive and metacognitive reflexive abilities positively predicted the use of problem-focused coping strategies. Moreover, metacognitive reflexive skills were associated with a decreased likelihood of avoidant coping. Cognitive reflexive skills were also positively associated with emotion-focused coping, whereas personal-level reflexivity showed no significant predictive power for most coping styles. The findings indicate that developing reflexive mechanisms–particularly at the metacognitive level–can enhance students' ability to choose adaptive coping strategies, thus supporting psychological resilience under stress. These results may serve as a foundation for designing psychoeducational and developmental interventions aimed at strengthening students’ reflexive competence and promoting effective stress-coping behaviors in higher education settings.

Little is known about how well prepared final-year engineering students perceive themselves to be to enter the workforce. A written survey was conducted in final-year civil engineering students at Victoria University, Australia, focusing on nine dimensions of engineering practice. Part 1 of the survey asked students to choose from six possible responses on how well they believe their course prepared them in relation to 52 statements (1 = very inadequately, 6 = very adequately). Mean preparedness scores were generated for each dimension. Part 2 of the survey included six open-ended questions; responses were analysed using NVivo8 software. Results indicated that mean preparedness scores ranged from 4.1 to 4.7. Key positive aspects of the civil engineering course included problem-based learning (PBL) and work-integrated learning (WIL) experiences. Although the survey relates to one course and the sample size relatively small, the results have implications for other engineering education institutions, particularly those with focus on WIL and PBL approaches, providing a framework for understanding students' perception of preparedness for the workforce.

Little is known about how well prepared final-year engineering students perceive themselves to be to enter the workforce. A written survey was conducted in final-year civil engineering students at Victoria University, Australia, focusing on nine dimensions of engineering practice. Part 1 of the survey asked students to choose from six possible responses on how well they believe their course prepared them in relation to 52 statements (1 = very inadequately, 6 = very adequately). Mean preparedness scores were generated for each dimension. Part 2 of the survey included six open-ended questions; responses were analysed using NVivo8 software. Results indicated that mean preparedness scores ranged from 4.1 to 4.7. Key positive aspects of the civil engineering course included problem-based learning (PBL) and work-integrated learning (WIL) experiences. Although the survey relates to one course and the sample size relatively small, the results have implications for other engineering education institutions, particularly those with focus on WIL and PBL approaches, providing a framework for understanding students’ perception of preparedness for the workforce.

Mental health and personal growth of Arab mothers of children with and without intellectual developmental disabilities.

COVID-19 has had a devastating impact on people worldwide. We conducted an international survey (n=3646) examining the degree to which people's appraisals and coping activities around the pandemic predicted their health and well-being. We obtained subsamples from 12 countries-Bangladesh, Bulgaria, China, Colombia, India, Israel, the Netherlands, Norway, Peru, Portugal, Turkey and the United States. For each, we assessed appraisals and coping strategies as well as indicators of physical and mental health and well-being. Results indicated that, despite mean-level societal differences in outcomes, the pattern of appraisals and coping strategies predicting health and well-being was consistent across countries. Use of disengagement coping (particularly behavioural disengagement and self-isolation) was associated with relatively negative outcomes. In contrast, optimistic appraisals (particularly of high accommodation-focused coping potential and the ability to meet one's physical needs), use of problem-focused coping strategies (especially problem-solving) and accommodative coping strategies (especially positive reappraisal and self-encouragement) were associated with relatively positive outcomes. Our study highlights the critical importance of considering accommodative coping in stress and coping research. It also provides important information on how people have been dealing with the pandemic, the predictors of well-being under pandemic conditions and the generality of such relations.

Background:Predictive genetic tests are presently effective over several medical conditions, increasing the demand among patients and healthy individuals. Considering the psychological burden suspected familial dementia may carry on individuals, assessing personality, coping strategies, and mental health could aid clinicians in findings the appropriate time for delivering genetic test results and predict compliance regarding genetic counseling and expectations towards the genetic condition depending on the outcome.Objective:To describe the psychiatric, psychological, and coping characteristics of a sample of Spanish individuals at risk of familial dementia before genetic test results were given.Methods:We included 54 first degree relatives of patients diagnosed with Alzheimer’s disease, lobar frontotemporal degeneration, or prion diseases. The NEO-FFI-R, COPE, and HADS tests evaluated personality, coping strategies, and psychological distress, respectively.Results:Anxiety and depression were below the cut-off point for mild severity. Conscientiousness and Agreeableness were the most preponderant personality factors, while Neuroticism was the least. Positive reinterpretation and Acceptance were the most frequent coping strategies, and Denial and Alcohol and drug use were the least used. Ongoing medical pathologies increased depression, while psychiatric disorders worsened psychological distress.Conclusion:Contrary to our expectations, PICOGEN candidates showed psychological distress and personality traits within normative ranges, and the use of problem-focused coping strategies prevailed over avoidance coping strategies. Nevertheless, clinicians should pay particular attention to individuals attending genetic counseling who are women, aged, and present an ongoing psychiatric disorder and psychiatric history at inclusion to ensure their mental health and adherence throughout the process.

No study to date has evaluated the relationship between coping style, burnout, and psychological functioning among gastroenterologists (GEs). This study aims to explore this relationship. Physician stress and burnout are widely studied and associated with notably poorer outcomes for both physicians and their patients. Coping is a multidimensional construct that individuals use to adapt to stressful situations. To mitigate stress, physicians may use problem-focused or emotion-focused coping strategies. Four hundred ten GE fellows and attending physicians provided information about their practice, coping styles, level of burnout, psychological distress, job-related self-efficacy, and demographic background. Participants recruited from the American Society of Gastrointestinal Endoscopy membership through email completed a series of online questionnaires. We found no significant relationships between workload and reported burnout. GEs with greater psychological distress were more likely to have an endoscopic complication in the past year. GEs that use problem-focused coping strategies were less likely to report an event in the past year, although we did not identify a significant predictive relationship between these variables. Significant differences in coping styles existed for sex and having a physician parent. Female GEs were more likely to use problem-focused coping strategies, and GEs with a physician parent were more likely to use emotion-focused strategies. Using problem-focused coping predicted decreased levels of burnout and psychological distress, and increased job-related self-efficacy. Emotion-focused coping showed opposite predictive results. Coping strategies accounted for 3% to 19% of the variance in these outcomes. GEs use both problem-focused and emotion-focused coping strategies. Sex and having a physician parent are likely predictors of coping and psychological well-being. Problem-focused coping is a potentially more adaptive coping strategy in gastroenterology practice and may explain lower levels of reported burnout, distress, and increased job-related self-efficacy.