Coping Mechanisms Of Students Research Articles

Perceived stress, identified stress factors, and coping mechanisms of students of Nazarene educational institutions during remote learning

Perceived stress, identified stress factors, and coping mechanisms of students of Nazarene educational institutions during remote learning

The Impact of Training on Teachers' Knowledge and Understanding of Different Learning Difficulties Among Students

This study aimed to evaluate teachers' comprehension and awareness of various learning disabilities in students through experimentation. The research was carried out at Cantt Board Public School, District Kohat, using purposive sampling to choose ten teachers who participated in a two-week training programme. The study employed a pre-test and post-test design with a treatment that included activity-based training and strategies aimed at enhancing the identification and coping mechanisms of students with learning disabilities. The study showed that the training had a significant positive effect on teachers' professional development, allowing them to proficiently recognise and assist students who experience learning challenges. The study recommends the adoption of comparable training programmes in both public and private schools throughout different regions of Khyber Pakhtunkhwa. This study examines the acquisition of essential skills by teachers through training programmes, focusing on their instructional abilities and coping strategies when dealing with students experiencing learning difficulties.

Assessing Knowledge, Perception and Coping Mechanisms of Students towards Depression: Input for Establishing Intervention Program for Depressed Students in Selected Schools in Partido

Assessing Knowledge, Perception and Coping Mechanisms of Students towards Depression: Input for Establishing Intervention Program for Depressed Students in Selected Schools in Partido

Lived Experiences of Higher Education Institution Students in Online Learning Classes in the New Normal

The challenges brought about by the academic migration to online platform due to COVID-19 pandemic outbreak has long been established. The author of this paper explicitly investigated the attitude of learners towards online classes. This study highlights the issues being encountered by learners enrolled in virtual learning environment along with the importance of having a concrete strategic plan as to how to cope with the current issues being encountered by students to readily adapt to online classes. The results revealed that there were several recurring themes that emerged when asked about their experiences in online classes. Under the key topic (A) effects of online class – (1) difficulty in learning process and (2) affordability and accessibility of time and place. Under the key topic (B) issues and problems experienced in online classes, there were three themes that emerged– (1) issues in internet connectivity, (2) lack of proper resources such as gadgets, and (3) lower productivity rate. In third key topic, (C) the coping mechanisms of students under online learning classes in which there are two themes that emerged – (1) finding alternatives and (2) practice of time management. And in the last key topic, (D) what the participants could recommend improving their learning process under online learning classes. There were two themes that emerged in the focus group discussion – (1) It was concluded in the study that the issues being encountered by students in online classes have an impact not only on their academic performance but also to their psychological well-being.

Coping mechanisms of students at novitiate formation

ABSTRACT This study investigated how the students of a novitiate formation house of the Society of the Divine Word or SVD (Societas Verbi Divini) are able to cope with their problems and life’s situations. Results revealed that the students are using problem-focused coping and emotion-focused coping mechanisms in dealing with their problems. A descriptive co-relational and qualitative method was used with 50 students as respondents. It was shown that the demographic profile particularly during the initial novitiate year and length of stay were positively related to the behavioral approach of coping, relying markedly on seeking guidance and support (r = .31, p < .05) and to the cognitive approach of coping relying notably on acceptance or resignation (r = .28, p < .05). Moreover, respondents in the second-year have a higher degree of coping mechanisms, particularly relying on seeking guidance and support and acceptance or resignation than those in the first-year.

Hardware, Hard Time: Academic Challenges and Coping Mechanism of Marginalized Senior High School Students during Distance Learning

This study determined the academic challenges and coping mechanisms of marginalized senior high school students in distance learning, during the second semester of School Year 2021-2022. It was conducted at Porais National High School in the Division of San Jose City. The respondents were six marginalized senior high school students. An interview was conducted in gathering data. The gathered data were presented, and these were scrutinized based on the research questions. The respondents identified lack of internet connectivity and lack of immediate guidance of teachers as their main challenge in distance learning. To seek help and ask for neighbors to be connected to the internet (if there’s any) were the identified coping mechanisms of students.

Hubungan efikasi diri dengan mekanisme koping siswa dalam menghadapi tugas di SMA Negeri 1 Jember

&#x0D; &#x0D; &#x0D; &#x0D; Adolescence period is a transition period of human development between childhood and adulthood starting at the age of 12 or 13 years and ending at the last teenage years. Teenagers are in a high school period. In this period, teenagers undergo stress since they faced various jobs or tasks simultaneously, such as school assignments, and the burden of learning which was felt quite hard. Moreover, High School is currently following the 2013 curriculum by applying the Semester Credit Unit where students are required to find out in advance to do the assignments. Teenagers needed the confidence to resolve the demands of school duties. This study identified the relationship between self-efficacy and student coping mechanisms in dealing with assignments. The research design applied correlation analysis with a cross-sectional approach. The data collection technique used was stratified random sampling with 243 respondents. Data collection was carried out using the self-efficacy questionnaire and Children's Coping Questionary. The results of data analysis performed the Pearson correlation that revealed a score of p-value 0.00; r: 0.332; meaning that there was a relationship between self-efficacy and coping mechanisms of students in facing assignments in SMA 1 Jember. Therefore, it was needed teachers and parents support in providing motivation to students so that their self-efficacy of students was able to increase and produce an adaptive coping mechanism.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Language Learning in Modular Set-Up: Challenges and Coping Mechanisms of Secondary Students

The urgent need to respond to the Covid crisis has provided the impetus for the implementation of modular distance learning in the Philippines. Hence, this study is one of the very few studies which sought to investigate the modular distance learning in the country, particularly the challenges it brought to the English language learners. Also, this present research aimed to determine the coping mechanisms of students, relevant to the challenges raised. The participants of the study were senior high school students, two males andsixfemales, who were purposely selected to fit into the inclusion criteria. Descriptive qualitative research design was employed and individual in-depth interviews were conducted to gather the data. The responses were transcribed, translated, and analyzed through thematic analysis. With regards the challenges, these themes were created: absence of teacher’s instruction, struggles of self-learning, poor picture quality, limited contents of the module, insufficient allotted time, failure of teachers to respond to inquiries, unstable and limited access to internet, students lack of vocabulary and grammatical knowledge, and less opportunity for correction. The paper ends with the discussion on how the students addressed the challenges of modular distance learning which was also subdivided into themes.

Prevalence of Fatigability in Undergraduate Dental Students: A Survey

Introduction: High levels of stress and fatigue are associated with decreased academic success, well-being, and quality of life. The objective of this research was to quantify levels of perceived stress and fatigue among dental students to identify sources of and student coping mechanisms for perceived stress and fatigue and to identify the relationship between students' perceived stress and fatigue.&#x0D; Materials and Methods: A total of 102 responses were tabulated and analyzed using statistical analysis. This study was conducted to acknowledge the effect of stress and fatigability and the different ways it affects the health of dental students. The obtained data was collected and tabulated in Google sheets, analyzed statistically with descriptive statistics using SPSS software version 23.&#x0D; Results: Respondents have faced a feeling of fatigue in their working environment and some have experienced visual fatigue due to excessive screen time.&#x0D; Conclusion: The survey concludes that respondents have moderate awareness about the prevalence of fatigability in dental students.

A Phenomenological Study on Online Learning Set-up: Challenges and Coping Mechanisms of Senior High Students

During this pandemic, it is expected that students are to experience challenges in their learning with this new system. Thus, as a way to support themselves in their own homes, they find ways to cope that ease the weight of their challenges. According to Petroski?s theory, the impact of the sudden changes of online learning caused by the COVID-19 pandemic forced academic institutions and school faculty to try new learning set up to maintain the learning environment of the students. For many students, the sudden shift in their learning environment challenged their capability to transit from an environment that they are new (or they aren't used to) and make a new experience that contradicted themselves as learners for as they didn't have a choice to become online students. In this study, the researchers determine the different challenges the student participants are facing in this new learning system and their various ways of coping with it. The overall results of this study may benefit our educational system to be aware of the challenges the students are currently experiencing. It may help to support better and more efficient solutions for the teachers and students to fully adapt and significantly benefit and use their highest potential in learning with this new learning modality. This study employs the qualitative method to describe the challenges and coping mechanisms of the students in the Senior High School Department of LNU-ILS. In collecting and analyzing the data, A focus group discussion was held consisting of 5 student participants from the SHS department. The data gathered were then analyzed through a thematic analysis method, which yielded a significant range of challenges experienced by the senior high school students, from their personal, social, technical, and workplace challenges to various coping mechanisms with the said challenges.

Supporting At-Risk Learners at a Comprehensive University in South Africa

This paper reports on a study done within the Learning Development Unit (LDU) at a South Africanuniversity. It addresses the issue that many students who arrive at university lack the requisite academic skills needed for success in higher education which increases the time taken to graduate. One of the multiple reasons for this is the ‘articulation gap’ between school and higher education in South Africa and in other countries. This articulation gap is exacerbated by the assumption about prior learning on which South Africa’s traditional higher education programmes are based. The purpose of this study is to explore whether learning development interventions can change student attitudes and confidence levels, and develop some of the skills necessary to succeed. The study allows the academic counsellors who provide support a sense of whether their interventions are working. The study was undertaken by analysing student responses to learning development interventions. The data is gleaned from evaluation forms, assessment results and interviews conducted with students over three sets of consultations with each student. There were three hundred students who attended workshops and one hundred who sought individual consultations. Initial analyses suggest that significant gains were made in increasing student coping mechanisms and learning/study skills. This indicates that support offered by the Learning Development Unit develops the capabilities and competencies of academically at-risk learners. It is important to note that the LD unit does not pursue graduate outputs and notions of success rates but focuses on enabling at-risk students, allowing them to engage in more purposeful learning.

Social Work Supervision in a Developing Country Experiences of Students

This article examines student supervision in social work education using a qualitative multi-case study design. The voices of current and past students at three unique, heterogeneous and diverse field instruction sites in developing South Africa highlight perceptions of varied supervision models, supervisory practices and students’ coping mechanisms when faced with supervision challenges. Insights are provided into challenges experienced by final year students when faced with alleged unethical and unprofessional supervisory practices. This article contributes to debates on the quality, nature, models and styles of supervision, and provides unique insight into student learning styles and coping mechanisms.

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Food Insecurity and Coping Strategies amongst Students at University of Witwatersrand

This study described food security status and explored coping mechanisms of students at times of food insecurity at the University of the Witwatersrand. The sample consisted of 387 undergraduate students from all faculties and a subsample of 30 students who received financial aid. The 30 subsample students were also assessed regarding their coping strategies. Action research approaches included key indicators such as the Household Food Insecurity Access Scale (HFIAS), and the Dietary Diversity Score (DDS). The HFIAS score showed that 1% of students was severely food insecure and 6% were identified as moderately food insecure. The DDS score amongst the sample was seven out of a possible 12 points. African male students originating from townships who were on financial aid and did not eat in university dining halls were the most vulnerable group to food insecurity. Almost all (97%) participants believed hunger could impact negatively on academic performance and 52% reported having personally experienced the impact of hunger on academic performance. Food security coping strategies used by students were avoiding expensive fast-food places; food pooling, shared meal preparation schedules; eating fewer meals and going home to get food. Wits should develop effective strategies to address pockets of hunger and food insecurity.

Perceived stress and fatigue among students in a doctor of chiropractic training program.

High levels of stress and fatigue are associated with decreased academic success, well-being, and quality of life. The objective of this research was to quantify levels of perceived stress and fatigue among chiropractic students to identify sources of and student coping mechanisms for perceived stress and fatigue and to identify the relationship between students' perceived stress and fatigue. A survey comprised of the Perceived Stress Scale, the Undergraduate Sources of Stress Survey, and the Piper Fatigue Scale was administered to chiropractic students in their 2nd, 5th, and 8th trimesters of doctoral study. Data were analyzed by descriptive statistics, 1-way analysis of variance, and linear correlation tests. Students reported having moderate to high levels of stress and fatigue, with higher levels of stress and fatigue seen in women than in men. A nonsignificant difference among stress scores and a significant difference among fatigue scores were observed based on program term. Levels of stress predicted levels of fatigue, and stress was strongly correlated with psychological health, relationships with family members, mood, and need for learning accommodations. Fatigue was strongly correlated with psychological health, academic demands, and conflicts between studies and other activities. There are differences in the reporting of perceived stress and fatigue levels in this chiropractic student population based on gender. The correlation between fatigue and stress also suggests that measures that may alleviate one may likely affect the other.

Supporting At-Risk Learners at a Comprehensive University in South Africa

This paper reports on a study done within the Learning Development Unit (LDU) at a South African university. It addresses the issue that many students who arrive at university lack the requisite academic skills needed for success in higher education which increases the time taken to graduate. One of the multiple reasons for this is the ‘articulation gap’ between school and higher education in South Africa and in other countries. This articulation gap is exacerbated by the assumption about prior learning on which South Africa’s traditional higher education programmes are based. The purpose of this study is to explore whether learning development interventions can change student attitudes and confidence levels, and develop some of the skills necessary to succeed. The study allows the academic counsellors who provide support a sense of whether their interventions are working. The study was undertaken by analysing student responses to learning development interventions. The data is gleaned from evaluation forms, assessment results and interviews conducted with students over three sets of consultations with each student. There were three hundred students who attended workshops and one hundred who sought individual consultations. Initial analyses suggest that significant gains were made in increasing student coping mechanisms and learning/study skills. This indicates that support offered by the Learning Development Unit develops the capabilities and competencies of academically at-risk learners. It is important to note that the LD unit does not pursue graduate outputs and notions of success rates but focuses on enabling at-risk students, allowing them to engage in more purposeful learning.

Use of the step-up action research model to improve trauma-related nursing educational practice.

BackgroundA lack of authentic learning opportunities influence the quality of emergency training of nursing students. The purpose of this article is to describe how the step-up action research model was used to improve the quality of trauma-related educational practice of undergraduate nursing students.ObjectivesTo reduce deaths caused by trauma, healthcare workers should be competent to provide emergency care and collaborate effectively with one another.MethodA simulated mass casualty incident, structured to support the integration of theory into practice, became a more rigorous action research activity which focused on the quality improvement of the mass casualty incident.ResultsThe results indicated improved student learning; partnership appreciation; improved student coping mechanisms, and increased student exposure. Quality emergency training thus results in better real-life collaboration in emergency contexts.ConclusionThe step-up action research model proved to be a collaborative and flexible process. To improve the quality and rigour of educational programmes it is therefore recommended that the step-up action research model be routinely used in the execution of educational practices.

Student coping mechanisms in sexist and nonsexist professors’ classes

The purpose of this investigation was to examine the effects of liking/disliking for a class, professor gender, and students’ perceptions of professor sexism on students’ self‐reported coping mechanisms. Coping behavior was found to distinguish liked from disliked classes for male but not female professors: students in a disliked male professor's class reported daydreaming, not doing what the teacher asks, and hiding their feelings, as their primary coping mechanisms. Also, coping behavior varied with perceived professor sexism for male but not female professors: liked classes with perceived sexist male professors evoked passive coping strategies, and disliked classes with perceived sexist male professors evoked an active coping strategy.

Communication climate and coping mechanisms in the college classroom

The purpose of this investigation was twofold: first, to determine those teacher behaviors indicative of supportive and defensive communication climates, and those that fail to distinguish between the two types of climate; and second, to determine the specific student coping mechanisms indicative of supportive and defensive climates. Results supported the following conclusions: (1) supportiveness and defensiveness are independent dimensions of communication climate; (2) liked and disliked college classes differ more in their degree of supportiveness than defensiveness; (3) liked and disliked classes may be distinguished by both their supportiveness and defensiveness; and (4) student behavior in a non‐supportive, defensive climate is characterized by the use of coping mechanisms.