Problem-solving Skills Research Articles

Navigating Foreign Language Teaching Anxiety: Insights from Pre-Service Teachers during Teacher Professional Education Practicum

This study focuses on the experiences of pre-service teachers that may trigger anxiety and delve into the potential benefits and effectiveness of FLTA in enhancing language acquisition and proficiency. By conducting in-depth studies and investigations on this topic, researchers look at the impact of FLTA. They can better understand how FLTA can optimize their problem-solving skills to facilitate language learning and provide valuable insight for language education, especially in EFL classrooms. This study used a narrative strategy to investigate the pre-service EFL teachers' experiences with teaching foreign language anxiety during their teaching practice while enrolled in the Teacher Profession Education Program. The subjects of this study were 3 English pre-service teachers who had completed teaching practice in junior and senior high schools during a professional teaching program in the city of Solo and its surroundings, Central Java, Indonesia. As a result of this study, several sources contributed to participants' experience of teaching foreign language anxiety, such as self-perception of language proficiency, leading inexperience, lack of student interest, fear of negative evaluation, and lack of time and class management. Participants in the teaching practicum also attempt to confront and overcome their worries; the strategies are personal coping strategies, professional coping strategies, social coping strategies, and institutional coping strategies. Although the participants experienced some anxiety while teaching practicum, they overcame it through various strategies. So, leading practicum activities from one meeting to the following allowed participants to develop their abilities and overcome their concerns about teaching in the EFL classroom.

Students' skills in mathematical word problems and their reading comprehension level: Basis for intervention program (June 2023)

This study aims to investigate the relationship between reading comprehension and solving mathematical word problems. Mathematics can be enjoyable yet challenging for many students. Solving word problems is a common struggle. To solve these problems, students must have strong reading comprehension skills to fully understand the mathematical information presented in text form. The researchers were motivated to conduct the study to ascertain the level of the students' reading comprehension and its impact on their performance in problem-solving. The researchers used a quantitative method in the study. The respondents were Grade 11 Senior High School students in Don Manuel Rivera Memorial Integrated National School, Pila, Laguna. The researchers calculated the sample size using Slovin's Formula which has a 5% margin of error. As a result, the researchers obtained a sample size of 118 Grade 11 students from HUMSS and STEM strand. The researchers used an adapted test questionnaire from the Project Reach Program of DepEd to measure the reading comprehension level of the respondents. On the other hand, the researchers created test questions to measure the skills of the students in solving mathematical word problems. After the data was collected, tallied, and analyzed, results revealed a significant correlation between students' reading comprehension and problem-solving skills at Don Manuel Rivera Memorial Integrated National High School. The majority of the respondents were categorized as "instructional" and "beginner," with a mean of 18.88 and 10.48. Pearson r correlation analysis revealed that pupils’ reading comprehension level is significantly correlated with their problem-solving skills. It means that students who belong to the independent level tend to have higher proficiency in solving mathematical word problems. The researchers created an intervention program in order to improve students' reading comprehension level and problem-solving skills. The researchers came up with the "CompreMath" intervention program. The "CompreMath" intervention program provides a rationale for integrating reading comprehension strategies into mathematics instruction, enabling students to develop a deeper understanding of mathematical concepts, enhance their problem-solving abilities, and make meaningful connections between mathematics and the real world.

Human Cognition in AI: Overview on rise of Artificial General Intelligence

Abstract: Artificial General Intelligence introduces the transformation in the standpoint of Artificial Intelligence , essential to develop new intelligent machines and systems that simulate the cognitive skills in par with the human intelligence. This paper explores the core concepts of AGI or also called the human-level AI. By leveraging the power of human cognition and intelligence , the AGI can perform various cognitive tasks efficiently. It can also outperform the human intelligence across broad range of domains rather than being constricted to the limitations of narrow AI. Unlike the narrow AI’s that focuses on resolving the particular problems related to a specific domain and involving certain complex computations , an AGI integrated system aims for a holistic understanding of the intelligence and can resolve inter-domain issues simulating the human cognitive ability. Such systems would not only cater to provide solutions to predefined or existing problems but can intuitively step ahead and attempt to eradicate the future problems. The scope for the ability of an AGI powered system to be able to provide resolves for the future problems with advance reasoning and problem-solving skills can make it an indispensable partner in fields of scientific research, innovation , education and the list goes on. This paper accumulates the all-inclusive examination of current state of AGI and its potential scope in the near future

Educational quality and inclusion through collaborative hybridized cybergogy: transformative learning horizons in Pakistani universities

Purpose In today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education. Design/methodology/approach This study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions. Findings The study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges. Practical implications The study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area. Originality/value This study stands out as it explores an underexamined area while providing novel educational insights.

Burnout and coping mechanisms among healthcare professionals in central Uganda

BackgroundThe escalating global prevalence of burnout among healthcare professionals poses a serious health concern. Recent studies focus on prevalence and predictors of burnout among healthcare providers, emphasizing the need for well-being interventions. This study investigates burnout and coping mechanisms among healthcare professionals in central Uganda, addressing the dearth of knowledge about coping strategies specific to the region.MethodsAn analytical facility cross-sectional study was conducted in five healthcare facilities in central Uganda between June to July 2023. Participants included physicians, nurses, and technicians actively engaged in direct patient care. Data were collected using socio-demographic surveys, the Professional Quality of Life (ProQOL-5), and the Brief-COPE tools.ResultsThe study revealed a high prevalence of burnout, with 39.8% of participants experiencing significant levels. Active coping, positive reframing, and denial were negatively correlated with low burnout levels. Dysfunctional coping, specifically self-distraction and denial, showed positive correlations with average and high burnout levels. Emotion-focused coping mechanisms were not employed across burnout levels.ConclusionsThe results emphasize the demanding nature of healthcare roles in the region and highlight the need for comprehensive, context-specific interventions to address burnout globally. While some healthcare professionals utilized adaptive strategies such as seeking social support, engaging in self-care activities, and utilizing problem-solving skills, others resorted to maladaptive coping mechanisms such as substance use and avoidance behaviors. This dichotomy highlights the need for targeted interventions to promote adaptive coping strategies and mitigate the negative impact of maladaptive behaviors on individual well-being and patient care.

General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL)

Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on content-related and long-term measurements when examining the effects of PBL, this study took a different approach by exploring the general increase in problem-solving skills resulting from PBL. The sample consisted of 90 second-semester students who were assessed at three different time points using three subscales of the Wilde-Intelligenz-Test I & II: analogies (AL), letter series (BR) and numerical series (ZN). The findings revealed a significant improvement in general problem-solving abilities within the PBL group. These results provide valuable insights into the impact of PBL on the development of general problem-solving skills, even within a domain-independent and short-term context. Lecturers are encouraged to consider implementing PBL in their study programs, as it equips graduates with the necessary skills to tackle the challenges of today’s dynamic and constantly changing world.

Development of Problem-Based Mobile Augmented Reality Application to Enhance Creative Problem-Solving Skills for Undergraduate Students

This study aims to develop a problem-based mobile augmented reality (AR) application to enhance creative problem-solving skills among undergraduate students. The research involves an experiment conducted on a sample group of 30 undergraduate students enrolled in the maintenance of computers and audio-visual equipment course, selected through a simple random sampling method. The instruments used in the study included structured interview questions, needs assessment questionnaires, quality evaluation of mobile applications, evaluation of the learning plan, measurement of creative problem-solving ability, and satisfaction surveys. The data obtained were analyzed using mean, standard deviation, dependent t-test, and effect size statistics. The findings demonstrated that the developed mobile application achieved the highest quality level, with an average value of 4.62 (SD = 0.64). The mobile application efficiency reached 75.48 out of 75.16, meeting the established threshold of 75 out of 75. Using the mobile application led to statistically significant improvements in creative problem-solving skills after the learning process, with scores higher than those before learning at the 0.05 level. The effect size was 6.61, indicating a large impact. Additionally, student satisfaction with the mobile application was reported as the highest.

The Importance of Soft Skills for Academic Performance and Career Development—From the Perspective of University Students

In the present era, the importance of soft skills as a crucial element for personal and professional success is widely acknowledged. When hiring new employees, these soft skills are highly valued by employers. However, many students are unaware of the crucial role those soft skills play in their education and career success, hindering their progress in developing these skills. This study aims to assess students’ perceptions of the importance of soft skills for academic performance and career development. A questionnaire-based online survey was conducted, involving 968 undergraduate students from eight universities in Vietnam, to gather data. The findings showed that most respondents recognized the significance of soft skills in fostering positive relationships, career advancement, and securing desirable employment. However, students did not believe that these skills had a substantial impact on their academic performance. Communication, teamwork, collaboration, and time management skills were identified as the most critical soft skills for enhancing academic performance, while teamwork, collaboration, leadership, and problem-solving skills were considered pivotal for career development. Moreover, a significant portion of students perceived their soft skills level to be below the desired threshold, showing more confidence in skills they considered to be more important. Similarly, students tended to prioritize the development of soft skills that they perceived as essential to their personal goals.

Experience of Project-Based Learning: Challenges, Assessment, and Analysis

Though theoretical knowledge is essential, there is a growing belief that when teaching applied sciences, particularly engineering, a great emphasis should be placed on the development of students’ practical skills. Therefore, some courses and curricula need to be revised to enhance the current state of education in this field. This can be achieved through the introduction of project-based learning (PBL). The PBL approach is ideal for teaching engineering disciplines because its framework promotes critical thinking and problem-solving skills, which are essential for a professional engineering career. This paper explains the implementation and comparative analysis of the PBL method in the departments of Electrical Engineering and Biomedical Engineering at King Faisal University. The challenges faced in this implementation include incorporating the PBL approach into the departments’ overall instructional technique, defining the roles of PBL coordinators, and addressing the characteristics of the PBL problems that arise in the courses offered. Furthermore, the implementation of PBL projects is evaluated based on the common courses offered in both departments. It is taken as an example and assessed based on problem-solving, teamwork skills, and the outcomes of accreditation board for engineering and technology. The results of this implementation are reported in this paper. Furthermore, we actively shared our experience managing course projects remotely during the fall semester, which COVID-19 impacted. Recommendations for future work are discussed, emphasizing the importance of having sufficient resources and fostering collaboration with industry and researchers from diverse disciplines.

Occupational therapy students' perceptions of their experience in a role-emerging Level II fieldwork within higher education student services

BackgroundRole-emerging settings – those where occupational therapy (OT) services have not traditionally been provided – are common sites for practice placements of entry-level occupational therapy students. A growing body of literature has attempted to determine the value and drawbacks of such practice placements on the professional preparedness of OT students with mixed findings. Benefits have been identified, including increased cultural understanding, advocacy, creativity, initiative, and problem-solving skills. However, OT students have been reported to perceive such placement as limiting their professional growth and preparedness to practice compared to traditional placements.MethodsA phenomenological study was conducted seeking the perceptions of OT students (n = 14) about their clinical placement at a role-emerging site. Recorded semi-structured interviews were conducted by trained interviewers within two weeks of the end of clinical placement. The recordings were transcribed verbatim and then coded using an iterative multi-coder inductive approach. Inter-coder agreement, reflectivity, and audit trail were maintained.ResultsThree themes emerged from the analysis: (1) integrating independence and support, (2) becoming occupational therapists, and (3) filling a gap. These themes reflect students’ positive perceptions of their role-emerging clinical placement. They felt that this placement allowed them to develop self-confidence and professional identity as occupational therapists and learn new skills while simultaneously filling a gap in services for clients. Most importantly, they felt that this placement prepared them for their future OT practice.ConclusionThis finding and their resounding support of the experience suggest that OT students can perceive role-emerging placement as a solid foundation for clinical practice. Factors, included in this placement, that may have contributed to their experience include the level of support provided, time available for learning including space to make mistakes, and freedom from productivity and payor requirements.

Family Resilience and Children’s Subjective Well-Being: A Two-Wave Study

According to the Theory of Change, the resilience of the family unit plays a crucial role in shaping the developmental trajectory of children. Families exhibiting higher levels of family resilience are typically characterized by transparent and effective communication, optimistic outlooks on adversity, adept problem-solving skills, strong spiritual beliefs, and effective management of social and financial resources. While existing research has indicated that parental and familial characteristics can predict diverse outcomes for children, investigations concerning the association between family resilience and children’s subjective well-being remains limited. Therefore, this study aims to examine whether different dimensions of family resilience can predict changes in children’s subjective well-being, tested one year later. The sample includes 762 child-mother-father triads (intact families). Children aged 9–13 years (48% boys, age = 11.04, SD = 1.16) assessed their life satisfaction, positive and negative affect in two study waves, while mothers and fathers assessed family resilience in the first wave. A dyadic data common fate model was employed to create latent variables representing family resilience. Three latent variables were: family problem-solving, family spirituality, and utilization of social and economic resources. Findings from the structural equation model indicated a positive association between higher levels of family problem-solving and increased children’s life satisfaction, alongside a negative relationship between higher family spirituality and negative affect. Parental assessments of social and economic resources utilization were not uniquely related to children’s life satisfaction, positive, or negative affect.

FORMATION OF A MODEL OF INFORMATION LITERACY IN THE DIGITAL ECONOMY OF THE XXI CENTURY (ON THE EXAMPLE OF EU COUNTRIES)

The relevance of the study of information literacy in the 21st century is paramount in the context of education and social development, particularly in light of the prevailing trend of digitalisation. Information literacy has emerged as a crucial skill set for effectively navigating the modern information society, characterised by the exponential growth and accessibility of information. The ability to engage with information critically and proficiently has become indispensable for personal and professional advancement in today's world. The subject of the article revolves around the significance of information literacy in the 21st century, particularly in the context of education and social development amidst the digitalisation trend. Methodology. Using a variety of methods and approaches, including cross-cultural, systemic, structural-functional, institutional, anthropological and axiological approaches, as well as general scientific methods, the authors aim to identify the strengths and weaknesses of people in information literacy and develop strategies to improve their competence in this area. The study employs a comprehensive approach to investigate both the theoretical and practical aspects of information literacy formation in the modern era. The overarching approach involves integrating information literacy into the educational curriculum, providing support to educators and fostering an environment conducive to the cultivation of these skills among students and the broader populace. This holistic approach recognises the importance of information literacy as a cornerstone of modern education and social progress, ensuring that individuals are equipped to thrive in an increasingly digitised world. In this study, the primary objective is to explore both the theoretical underpinnings and practical applications of information literacy in the contemporary era. Information literacy encompasses not only the capacity to effectively interact with information but also the ability to evaluate it critically and leverage it to accomplish specific objectives. The theoretical and practical significance of this study lies in fostering digital competence, which entails not only understanding the digital landscape but also actively utilising technology and problem-solving skills. In conclusion, the study emphasises the paramount importance of information literacy in the contemporary era characterised by rapid digitalisation. As society grapples with the challenges and opportunities presented by the influx of information, the ability to navigate, evaluate, and utilise information effectively emerges as a linchpin for personal and societal advancement.

Long-Term Growth and Neurodevelopmental Outcomes of Neonates Infected with SARS-CoV-2 during the COVID-19 Pandemic at 18–24 Months Corrected Age: A Prospective Observational Study

Introduction: During the early coronavirus disease (COVID-19) pandemic in 2020, researchers cautioned about the potential neuroinvasive capability of the virus and long-term neurological consequences. Although a few preliminary studies have found delayed communication, fine motor, and problem-solving skills in infants after COVID-19 infection, there continues to be a paucity of data on long-term development of neonates diagnosed with COVID-19. Methods: We conducted a prospective study of 20 neonates who acquired severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) infection during the first wave of the pandemic (April–July 2020). At 18–24 months corrected age, we assessed neurodevelopment by Bayley Scales of Infant and Toddler Development, the third edition (BSID-III), along with growth, hearing, and vision evaluation. Results: The mean corrected age at assessment was 21 months 11 days ± 1 month 28 days. We found developmental delay in nearly half of the children with scores below one standard deviation in either of the BSID-III domains. Mild delay in either motor, cognitive, or language domains was found in 9 (45%) children and moderate delay in 2 (10%). Expressive language, fine motor, and receptive language were predominantly affected. None of the children had hearing impairment, blindness, or significant growth faltering including clinically severe microcephaly. The mean composite cognitive, language, and motor scores were significantly lower in those with neurodevelopmental delay (p value – 0.02, 0.000, and 0.03, respectively) without any differences in their disease characteristics. Conclusion: Neonates infected with SARS-CoV-2 have an increased risk of developmental delays in expressive language, fine motor, and receptive language skills at 18–24 months of age. The severity of delays is predominantly mild.

Authenticity in Learning, Teaching and Assessment

Mathematics graduates traditionally are recognised for their problem solving, critical thinking, and analytic skills. However, the methods often used to hone these skills at university are often abstract and decontextualized. This can often create a disconnect between expected capabilities of a mathematics graduate from employers and the actual problem-solving skills required in their career. In this case-study we will outline how the programme team has developed our approach to authentic learning and authentic problems to bridge this gap and ensure graduates are prepared for the workforce.

The Effect of Realistic Mathematics Education Model Assisted by Puzzle on Mathematical Problem-Solving Skills for Grade III Students

The Effect of Realistic Mathematics Education Model Assisted by Puzzle on Mathematical Problem-Solving Skills for Grade III Students

Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms

The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.

Improving Mathematical Problem-Solving Abilities through Think Pair Share Learning Using Autograph

There are many studies on technology-supported learning based on cooperative learning in the literature. However, little is known about Autograph-assisted think pair share learning in supporting students’ problem-solving abilities for learning in today’s technological era. This study aims to examine and analyze the differences in the improvement of students’ problem-solving abilities who participate in think pair share learning assisted by Autograph (Auto-TPS) and conventional learning assisted by Autograph (Auto-CL). This study uses quantitative methods with the design used in this study is a nonequivalent control group design involving two groups of students. The sample of this study was 70 students of class IX SMP Al Ulum Medan, Indonesia. Questions to test students’ mathematical problem-solving skills found five items. Data analysis includes data processing of test results, namely normality test, homogeneity test, hypothesis testing, and average difference test in the two groups using t-test. The conclusion of this study is that students who study with Auto-TPS get a higher increase in problem-solving abilities compared to students who learn with Auto-CL, with the explanation that the group of students who study Auto-TPS is very good when compared to the group student learning Auto-CL. Research findings related to the application of Auto-TPS can be an alternative learning model in the current technology-era learning situation.
 Keywords: autograph, mathematics, problem-solving abilities, think pair share learning

Examining Position Effects on Students’ Ability and Test-Taking Speed in the TIMSS 2019 Problem-Solving and Inquiry Tasks: A Structural Equation Modeling Approach

Position effects occur when changes in item positions on a test impact the test outcomes (e.g., item parameters or test scores). Previous studies found that position effects may vary by the testing context and conditions and thus affect each test-taker differently. With the increasing adoption of digital assessments involving innovative item types that are focused on problem-solving skills, it is also essential to study position effects within this context. This study incorporates item-level scores and screen-level response time data from the Trends in International Mathematics and Science Study (TIMSS) 2019 problem-solving and inquiry tasks for Grade 4 students to examine position effects on students’ ability and test-taking speed. This dataset included responses from 27,682 students from 36 countries. A structural equation modeling approach was employed to model ability and test-taking speed within the same model. The results indicated a small but statistically significant booklet effect on students’ overall mathematics and science ability. The impact of block position changes within the booklets seemed to be greater than the impact of a reordering of subjects tested in the two sessions. The results also showed that when an item block was placed earlier in a test session, students spent more time on the items and performed better. The implications of these findings are discussed.

Crafting Compelling Argumentative Writing for Undergraduates: Exploring the Nexus of Digital Annotations, Conversational Agents, and Collaborative Concept Maps

Argumentative writing is a fundamental aspect of undergraduate students’ academic and scientific writing related to critical thinking and problem-solving skills. However, previous studies have shown that students face various difficulties with argumentative writing, such as unclear and illogical ideas, less-structured arguments, and unbalanced interpretation of issues, data, and evidence. This study aims to improve the argumentative writing skills of undergraduate students by integrating computer-supported argumentative writing tools, such as annotation, conversational agents (CAs), and collaborative concept maps, into an online learning management system. Since the study was conducted during the COVID-19 pandemic, these tools can support meaningful learning activities and investigation in argumentative writing. The researchers divided sixty participants into the experimental group ( N = 30) and the control group ( N = 30). The results showed that the experimental group’s writing achievements outperformed the control group, and the three tools effectively improved the five elements of argumentative writing, including claims, grounds, warrants, backings, and rebuttal. Furthermore, a deep analysis found that the number of annotations, valid CAs’ responses, and argument nodes on collaborative concept maps can significantly predict students’ argumentative writing development. Moreover, students perceived that the incorporated tools could effectively improve their argumentative writing skills.

Effects of online coping skills training on stress, anxiety and social problem solving in young people: A randomised controlled study.

Although most young people successfully manage the transition from childhood to adulthood, the speed and magnitude of these changes can cause stress that can exceed the coping abilities of many young people. Previous studies have suggested that adolescence is a vulnerable period for the development of psychiatric disorders; therefore, an adequate coping repertoire must be developed. Our aims were to develop and implement a coping skills training for young people and to evaluate the results of the training. Therefore, the components of the coping skills training programs in the existing literature were used. Young people from Turkey participated in this cluster randomised controlled trial (n = 89; mean age, 20.06 ± 1.44 years). Ten sessions of the coping skills training were applied in the study group (SG; n = 33), and one session was applied in the control group (CG; n = 56). To assess the effects of the coping skills training, all participants completed several psychological questionnaires (for stress, anxiety, coping and social problem-solving evaluations) at the beginning and end of the training. We performed an analysis of covariance (ANCOVA). In cases where ANCOVA assumptions could not be met, the efficacy of the intervention was determined using the mixed design/split-plot analysis of variance. Compared with the CG, the SG had significantly reduced stress and anxiety levels and increased adaptive coping skills. Social problem-solving skills remained relatively similar between the groups. Complete and correct implementation of coping skills training among the youth may contribute positively to the development of adaptive coping skills by reducing their stress and anxiety levels. This online coping skills training program allowed young people to directly experience their response to stress and offered opportunities to try and develop different coping strategies. Coping skills should be considered for successful stress and anxiety management in everyday life.