Student Coping Research Articles

Estresse, depressão e a relação com o “coping” em acadêmicos de medicina

Objetivo: Analisar os problemas de estresse e depressão e sua relação com uso de coping em estudantes de Medicina. Métodos: Pesquisa de caráter transversal, quantitativa realizada com estudantes do curso de Medicina do Centro Universitário de Patos, Patos-PB. Para a coleta de dados utilizou-se três questionários validados no Brasil sobre coping, estresse e depressão. Os dados foram analisados a partir de estatísticas descritivas de frequência relativa e absoluta e de testes inferenciais de Correlações de Pearson. Resultados: A estratégia “confronto” se correlacionou diretamente com as fases de alerta e de resistência (ρ = 0,20; ρ = 0,18; p <0,05), a estratégia “fuga e esquiva” diretamente com a fase de resistência do estresse e a depressão (ρ = 0,20; ρ = 0,27; p <0,05). Conclusão: A relação entre os problemas de saúde mental e a utilização de coping entre estudantes de Medicina foi importante para subsidiar reflexões, discussões e ações direcionadas para o cuidado dos alunos.

Perfectionism, self-stigma, and coping in students with dyslexia: The central role of perfectionistic self-presentation.

Dyslexia is a prevalent condition, and a significant percentage of students in higher education are dyslexic. Despite this, few studies have investigated dyslexia in university students and what personality dispositions may predict how students feel about help-seeking for dyslexia and how they cope with dyslexia. Against this background, the present study investigated perfectionism, self-stigma, and coping in 115 university students with dyslexia, examining the relationships between dispositional perfectionism (self-oriented and socially prescribed perfectionism) and perfectionistic self-presentation with self-stigma of seeking help and adaptive versus maladaptive coping with dyslexia. Results from regression and mediation analyses showed that perfectionistic self-presentation predicted higher levels of self-stigma and maladaptive coping, and lower levels of adaptive coping. Furthermore, both forms of dispositional perfectionism predicted higher levels of self-stigma and maladaptive coping, and lower levels of adaptive coping, via perfectionistic self-presentation (dispositional perfectionism→perfectionistic self-presentation → self-stigma and coping). The findings suggest that perfectionistic self-presentation plays a central role in the relationships of perfectionism, self-stigma, and coping in students with dyslexia, and that impression management, aimed at presenting a perfect self-image (and hiding imperfections), represents a significant risk for students seeking help for, and successful coping with, dyslexia.

How do undergraduates cope with anxiety resulting from active learning practices in introductory biology?

Active learning pedagogies decrease failure rates in undergraduate introductory biology courses, but these practices also cause anxiety for some students. Classroom anxiety can impact student learning and has been associated with decreased student retention in the major, but little is known about how students cope with anxiety caused by active learning practices. In this study, we investigated student coping strategies for various types of active learning (clickers, volunteering to answer a question, cold calling, and group work) that were used in 13 introductory Biology courses at a large public university in 2016–2017. A survey asked students to rate their anxiety regarding the four active learning practices and over half of the students explained the coping strategies they used to manage their active learning anxieties. Coping responses from 880 students were sorted into pre-defined categories of coping strategies: problem solving, information seeking, self-reliance, support seeking, accommodation, helplessness, escape, delegation, and isolation. We found that a different category of coping was dominant for each type of active learning. The dominant coping strategies for anxiety associated with clickers, cold calling, and group work were adaptive coping strategies of information seeking, self-reliance, and support-seeking, respectively. The dominant coping strategy for volunteering to answer a question was escape, which is a maladaptive strategy. This study provides a detailed exploration of student self-reported coping in response to active learning practices and suggests several areas that could be foci for future psychosocial interventions to bolster student regulation of their emotions in response to these new classroom practices.

Culture, causal attribution, and coping in Chinese college students in the United States.

Culture, causal attribution, and coping in Chinese college students in the United States.

A Study on the Stress Coping of Social Welfare Students in the Social Work Field Practicum

A Study on the Stress Coping of Social Welfare Students in the Social Work Field Practicum

Effect of a group-based cognitive behavioural therapy program on the psychological wellbeing, quality of life and coping of students with sickle cell disease in Nigeria

ABSTRACT Sickle cell disorder (SCD) is a serious blood disorder that affects millions of people worldwide. It is particularly prevalent in Africa. The condition can be associated with physical and psychological difficulties. There are no studies of psychological interventions for people affected by SCD in Africa where the majority of affected persons live. Eighteen students with SCD aged 16–24 years at University of Ibadan, Nigeria received five sessions of manualised group-based CBT. The sessions included psycho-education about SCD, strategies for managing negative thoughts and feelings, activity scheduling, relaxation techniques, and attention diversion. The outcome measures: Hospital Anxiety and Depression Scale (HADS), Coping Skills Questionnaire modified for sickle cell disease-adult version (CSQ-SCD), and Short-Form health survey (SF-36), were administered at baseline and repeated 1 week after the intervention. Post-intervention, there were significant reductions in anxiety and depressive symptoms (p = 0.001 and 0.02, respectively), increase in active and passive coping skills (p = 0.04 for both), and increase in social functioning (p = 0.001). Students’ satisfaction with the intervention was very high. The study suggests that group-based CBT intervention is feasible, acceptable and appears helpful in reducing anxiety and depressive symptoms, improving adaptive coping skills, and social functioning of Nigerian University students affected by SCD.

Do stress and coping influence resilience in social work students? A longitudinal and comparative study from India

Stress among social work students is an issue of concern and has adverse outcomes. This study used a longitudinal design to assess stress, resilience and coping in undergraduate social work students in India and a comparative cohort of non-social work undergraduates. Standardised instruments were administered at three time points: the first on course entry, then in the second year of study and finally on the verge of course completion at the end of three years. Moderate levels of stress and resilience were seen in the social work cohort, but no incremental progression in their manifestation was observed as students progressed through their degree. Stress, problem-focused and emotion-focused coping strategies emerged as significant predictors of resilience. The findings indicate a need to develop resilience in social work students to enable them deal more effectively with various stressors.

Self-Esteem and Non-Medical Use of Prescription Drugs among College Students: Coping as a Mediator

Objectives: Non-medical use of prescription drugs (NMUPD) has become a threat to public health. In the United States, NMUPD is especially common in young adults (aged 18-25). Self-esteem is a robust psychosocial factor of substance use. The substance use literature also documents that self-esteem is associated with alcohol use through other cognitive factors, such as coping. Given the important role of coping in substance use intervention, it is important to understand how coping alters mechanisms underlying the effects of self-esteem on NMUPD. However, little research has explored mediational mechanisms among self-esteem, coping, and NMUPD. The current study sought to examine a hypothesized mediation model among self-esteem, coping, and NMUPD in college students. Methods: Data were collected online from 1052 undergraduates (aged 18 to 25; 723 females) in a large public university in Virginia. Participants reported their past-three-month NMUPD (i.e. opioids, sedatives, anxiolytics, and stimulants), self-esteem, and coping (13 domains; e.g. active coping and self-blame). Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to identify the factorial structure of coping. Structural equation modeling (SEM) was employed for examining the hypothesized mediation model. Results: EFA and CFA identified a two-factor structure of coping (i.e. adaptive coping and maladaptive coping). SEM suggested that adaptive coping together with maladaptive coping completely mediated the relationship between self-esteem and NMUPD. The goodness-of-fit indicators suggest a good model fit (RMSEA = .04; CFI = .95; TLI = .93; WRMR = 1.11). Conclusion: Self-esteem appears to be a protective factor for NMUPD in college students, and its relationship with NMUPD is mediated by two types of coping. Future interventions targetting NMUPD among college students should attend to self-esteem and coping.

Common humanity in the classroom: Increasing self-compassion and coping self-efficacy through a mindfulness-based intervention

Objective To examine the effectiveness of a classroom-based mindfulness-based intervention (MBI) in improving stress, coping, and psychological well-being in college students. Participants: Sixty-one students at a small liberal arts college. Methods: As part of a college course, students in the MBI condition (N = 33) completed mindfulness meditations, reflective journaling, and participated in group discussions over the course of eight weeks. A control group of students (N = 28) received traditional instruction about stress and coping as part of a concurrently taught college course. Perceived stress, mental health, mindfulness, self-compassion, and coping self-efficacy were measured before and after the intervention and instruction. Results: Significant improvements in self-compassion and coping self-efficacy emerged, particularly in the domains of common humanity, isolation, and emotion-focused coping self-efficacy. Conclusions: These findings suggest that incorporation of MBIs into the classroom can be an effective strategy to enhance the well-being of college students.

Территориальное самоопределение магаданских студентов на разных этапах обучения в вузе

Objectives. Determination of dynamics of correlation of territorial self-determination of the person with coping and value-semantic mechanisms of regulation of social behavior in students. Background. In social-psychological studies of migration, the concept of territorial self-determination is practically not used, although it may be productive for systematizing existing research in the field of social psychology of migration, social psychology of personality and development, and setting new hypotheses. The article deals with the problem of territorial self-determination at different stages of personal development. Study design. We studied the difference between the correlation of migration intentions and attitudes with life orientations and coping in students of 1st and 5th years: we used the R-Spearman rank correlation coefficient, the U-Mann-Whitney criterion, and the φ*-Fisher angular transformation criterion. Participants. 59 first-year students and 87 fifth-year students of North-Eastern state University (Magadan), a total of 146 people. Measurements. Questionnaire for studying migration intentions, author’s scale of migration attitudes, test of life orientations by D.A. Leontiev, questionnaire of coping with stress COPE in adaptation by T.O. Gordeeva, etc. Results. It is established that as the University studies, the place of migration intentions and attitudes changes in the system of regulators of social behavior of the person. For first-year students, the correlation of migration intentions and attitudes with life orientations are more typical; they act as dispositions of the highest level, on the scale of the life path. Fifth-year students are more likely to associate migration intentions and attitudes with coping strategies, and they become regulators of behavior on the scale of activities. Conclusions. Migration intentions and attitudes can act as regulators of social behavior of a person at different levels, depending on the scale of the individual’s activity at this stage of its development and depending on the tasks solved by the person.

Stress Coping of Chinese International Students in Face of COVID 19 Pandemic: Cultural Characteristics

The purpose of this study was to investigate the stress and coping strategy of Chinese International Students (CISs) during the epidemic, and to explore the relationship between identification with Chinese cultural beliefs and coping strategies, positive experience, negative emotion and need for psychological support. Two hundred and thirty CISs participated in the study by filling out a series of questionnaires that we designed. The series of questionnaires contained six scales: Pandemic Related Stress (PRS), Identification with Chinese Cultural Beliefs (ICCB), Stress Coping Strategy (SCS), Positive Experience (PE) and Negative Emotion (NE) and Need for Psychological Support (NPS). The results showed that CISs experienced an above moderate level of direct and indirect pandemic related stress. To cope with the stress, participants valued active coping and making self-adjustment. The regression analysis shows ICCB could positively predict coping strategy and positive experience, and negatively predict negative emotions. ICCB is also positively related to the need for psychological support. That is to say, the identification with Chinese culture beliefs could help CISs use positive strategies to cope with the epidemic and more likely to have positive experience and reduce negative emotions. We believe that the cultural identity and cultural values of Chinese students studying abroad may have helped them to effectively choose their responses and strategies in the face of the serious challenges of the COVID-19 pandemic.

Do Nursing Students Coping Methods Affect Test Anxiety?

Do Nursing Students Coping Methods Affect Test Anxiety?

Pre-Health Professional Perceptions: Should a Formal Stress Relief Program Be Implemented in the Workplace?

Stress, depression, and burnout are a burden on employees and the health care system. These adverse mental states are interlinked, with burnout being a medical condition resulting from the unsuccessful management of chronic stress. The purpose of this study was to gain a better understanding of pre-health student self-care mechanisms, stress coping strategies, and preferences for on-the-job stress relief. This was a convenience sample survey of three pre-health programs with a total of 60 subject responses. The primary endpoint was whether the pre-health students felt they wanted a formal stress relief program to be implemented at work in their future career. Secondary outcomes included stress coping strategies, self-care mechanisms, and barriers to good work-life balance. On a 5-point Likert scale (5 being very important), the mean score for a formal stress relief program was 3.6 ± 1.2, with 60% of the students selecting a score ≥4. Students scored "break rooms/relaxation rooms," "time with family and/or friends," and "being on-call too often" the highest in terms of perceived importance for stress coping, self-care, and as a barrier to work-life balance, respectively. Health care employers should consider implementing a formal stress relief program on-site with consideration for specific pre-health student stress coping and self-care strategies. This type of program has the potential to reduce employee stress and the negative consequences on the employee and health care system.

“How stupid can a person be?” – Students coping with authoritative dimensions of science lessons

Abstract Current mainstream practices of education tend to have an authoritative and serious side through their emphasis on the transmission and reproduction of canonical knowledge. Simultaneously, there are calls for dialogical approaches that provide students with opportunities to express their understandings and thereby increase engagement in learning. Yet there is little educational research on the students' ways of coping with the authoritative dimensions as these arise. In this study, we use data from an outdoor science setting where the teacher is not physically present to identify students' ways to act upon authoritative feedback. Our study shows that dialogic interactions among the students, which might be considered unacceptable behavior or off-topic activities, allow students to (temporarily) regain some level of control over the authoritativeness of teaching. The students use abusive language, humor and derision to oppose and degrade authoritativeness conveyed in the teacher's evaluative feedback in ways that would not be accessible to them with the teacher present. Simultaneously, disrupting the authoritative role of academic learning reinforced its serious nature, which manifests itself in the way that the students follow the teacher's instructions and improve their level of performance as if the negative emotions had been coped with in affectively meaningful ways.

Coping Students in Working on Their Thesis

Coping is an effort to manage burdensome situations, expand effort to overcome or reduce stress. Coping that focuses on aimed at reducing or manging emotional stresses related to the situation. The purpose of this study is to describe student coping in working on scripts viewed from emotional focused coping and problem focused coping. The type of research used is descriptive research. The research population of the students of the Faculty of Education, Padang State University, who worked on their thesis in 2019 from the 2012-2015 batch of 790 students. Samples were taken using proportional random sampling technique, so that a total sample of 266 students was obtained. The study was conducted by administering the questionnaire instrumen. Data were analyzed by percentage analysis. The study shows the results (1) coping students in worling on the thesis as a whole is in the low category, (2) coping students in working on the thesis seen from emotional focused coping in in the lo category, (3) coping students in working on the thesis seen from problem focused coping is at low category.

The Mmogo-Method: Application, Experiences, and Lessons Learnt in Researching Radiography Students' Experiences and Coping With Death and Dying

PurposeThis study aimed to share the application, experiences, and lessons learnt regarding the value of the Mmogo-method that is a visual projective research method, in the context of exploring the experiences and coping of undergraduate diagnostic radiography students with death and dying patients in the workplace. MethodsVerbatim data were gathered during the debriefing phase of the adapted Mmogo-method technique from the participants. In addition, the reflective memos of the independent coder and interviewer were used as data sources. ResultsThe experiences of various stakeholders positively supported the use of the visual projective research method. The method enabled them to freely and openly verbalise their experiences of coping with death and dying in the workplace. Juxtaposing these was one experience of indifference. ConclusionThe Mmogo-method provides rich data and enables an ethically and methodologically rigorous opportunity to obtain new insights into sensitive topics. It is recommended for consideration when researching sensitive topics.

Long-term Mental Health Effects of Mindfulness Training: a 4-Year Follow-up Study

Mindfulness-based stress reduction (MBSR) enhances short-term psychological health in clinical and non-clinical samples, whereas studies examining long-term effects are scarce. This study examined whether the effects of a 7-week MBSR programme on mental health persisted at 2- and 4-year follow-up and explored possible mechanisms of effect. In a two-site randomised controlled trial, 288 medical and psychology students were allocated to an MBSR intervention (n = 144) or a no-treatment control group (n = 144). During the 4-year follow-up period, the MBSR group was offered 90-min booster sessions semi-annually. The primary outcome measures were mental distress (General Health Questionnaire (GHQ)) and subjective well-being (SWB); these were measured at baseline (T0) and post-intervention follow-up at 1 month (T1), 2 years (T1) and again at 4 years (T3). Secondary outcomes included coping, mindfulness and meditation practice. At 4-year follow-up, the MBSR group showed significantly better scores on mental distress, mindfulness, avoidance coping and problem-focused coping (Cohen’s d = 0.23–0.42). Meditation practice positively predicted long-term mindfulness scores. Short-term effects in mindfulness scores mediated long-term intervention effects in mental distress and coping. However, reversed mediation was also observed (i.e. changes in outcome mediating long-term mindfulness scores), and this indicates that initial changes in outcome and mindfulness are intrinsically intertwined and may both influence long-term effects. Small post-intervention effects on well-being and seeking social support did not persist at follow-up. MBSR fostered enduring effects on mental distress and coping in medical and psychology students 4 years post-intervention.

Quality of Life and the Predictive Roles of Religiosity and Spiritual Coping Among Nursing Students: A Multi-country Study.

There has been high interest in religious and spirituality practices among college students due to positive benefits to university life. However, no studies have been conducted examining nursing students' religiosity and use of spiritual coping and its impact on their QOL. This cross-sectional, descriptive study measured the QOL and examined the predictive roles of religiosity and spiritual coping among nursing students from four countries. Nursing students reported high overall QOL and health. Significant differences were revealed on the religiosity and spiritual coping of students in terms of demographic characteristics. Findings show frequent attendance to organized and non-organized religious activities lead to better physical and environmental domains, and using non-organized religious activities frequently lead to improved psychological health. More frequent use of non-religious coping strategies was associated with better physical, psychological, and environmental health, and improved social relationships.

Influence of Graduate Speech Language Pathology Student's Learning Style and Coping Strategies on Training and Development

Influence of Graduate Speech Language Pathology Student's Learning Style and Coping Strategies on Training and Development

Gender Differences in Stress and Coping in First-Year College Students

This study investigates the types of stressors experienced by first-year college students and compares the stressors, stress levels, and coping strategies of males and females. Three research questions were addressed: (a) Which types of stressors do first-yearcollege males and females face? (b) Are there differences in the levels of stress experienced by males and females? (c) Do males and females use different types of coping strategies? Results suggest that first-year college students experience a number of stressors, mainly ones related to academics, finances, and personal relationships. A differential relationship was found such that females experienced higher levels of stress than males. Female students also reported experiencing significantly more stressors related to academic demands and relationships, whereas males reported experiencing more stressors related to finances. Although females used many of the same coping strategies as males, they differed in the amounts of certain strategies used, mainly emotion-focused ones. Implications are provided for personnel working with first-year college men and women.