Place attachment, proactive coping and well-being in university environment

Bogdan, Corina; Rioux, Liliane; Negovan, Valeria

doi:10.1016/j.sbspro.2012.01.245

Cited by 17 publications

(9 citation statements)

References 5 publications

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“…Similar empirical data on the relationship between proactive coping and subjective life satisfaction. A study on a sample of students from French and Romanian universities found no relationship between these indicators [8].…”

Section: B Proactive Coping Strategiesmentioning

confidence: 96%

The relationship of proactive coping and severity of symptoms of post-traumatic stress disorder

Belinskaya¹,

Вечерин²,

Агадуллина³

2019

Proceedings of the II International Scientific-Practical Conference "Psychology of Extreme Professions" (ISPCPEP 2019)

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The goal of this study was to examine the relationship between proactive coping strategies and posttraumatic stress disorder (PTSD). The study used Proactive Coping Inventory to measure the severity of proactive coping strategies. ICD-11 criteria were used to study the symptoms of PTSD. Data was collected through an anonymous online survey. Results: The most significant levels of coping strategies reducing the likelihood of PTSD for people who survived a traumatic situation: high levels of proactive coping and planning. The probability of PTSD is also reduced by a high level of planning, a medium level of proactive coping, a high level of search of instrumental support seeking. Slightly reduce the likelihood of PTSD high level of preventive coping.

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Section: B Proactive Coping Strategiesmentioning

confidence: 96%

The relationship of proactive coping and severity of symptoms of post-traumatic stress disorder

Belinskaya¹,

Вечерин²,

Агадуллина³

2019

Proceedings of the II International Scientific-Practical Conference "Psychology of Extreme Professions" (ISPCPEP 2019)

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“…Place memory (PM) is defined as “how strong […] the memories of stories associated with a place” are, depending on the individual actor’s unique experiences enhanced by the events, activities, atmosphere, culture and history of the place (Chen et al , 2014, p. 327). Bogdan et al (2012) indicate that place attachment increases with community life opportunities producing campus experience and memory.…”

Section: Conceptual Developmentmentioning

confidence: 99%

“…Students interacting and engaging in a campus environment entails a process of endowing meaning to the place and can foster campus attachment (Chen et al , 2021). Studies have identified the associations between student engagement and campus attachment while students are on campus physically (Bogdan et al , 2012; Lovett and Chi, 2015; O'Rourke and Baldwin, 2016). However, as the outbreak of COVID-19 induced the rapid transformation from conventional education to online learning, the lack of on-site activities might not have facilitated place attachment to be fostered.…”

Section: Introductionmentioning

confidence: 99%

Online student engagement and place attachment to campus in the new service marketplace: an exploratory study

Huang

Finsterwalder

Chen

et al. 2022

JSM

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Purpose The pandemic has accelerated the use of virtual learning spaces and led to rethinking post-pandemic course delivery. However, it remains unclear whether students’ online engagement in e-servicescapes can influence attachment to a place, i.e. a physical servicescape. This study conducted an exploratory study to inform place attachment and actor engagement literature in an online service context. Design/methodology/approach Quantitative survey design was used and 98 usable responses were collected from undergraduate and postgraduate students at a major New Zealand university during the COVID-19 pandemic in 2020. The questionnaire consisted of 23 items relating to three dimensions of online student engagement and 19 items referring to six dimensions of campus attachment. Findings Results of the exploratory study indicate that classmate community in online lectures, referring to student–student interactions, can positively influence five of the dimensions of campus attachment, including place identity, place dependence, affective attachment, social bonding and place memory, even though students are physically not on campus. However, it cannot influence place expectation. Moreover, instructor community (student–instructor interaction) and learning engagement (student–content interaction) in online lectures have insignificant impact on campus attachment. Research limitations/implications This study emphasises the social dimension when interacting in e-servicescapes. Person-based interactions are more influential than content-based interactions for student engagement. Educational service providers should integrate the e-servicescape and the physical servicescape by encouraging more student–student interactions to contribute to service ecosystem well-being at the micro, meso and macro levels. Originality/value This study indicates that customer-to-customer interaction serves to integrate customer engagement across the digital and physical realms for process-based services like education.

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“…Many studies have explored proactive coping in adolescents and found that it is an effective stress management technique as well as being associated with adolescent wellbeing, adjustment, and self-efficacy ( Tharbe, 2006 ; Gan et al, 2010 ; Bogdan et al, 2012 ; Kadhiravan and Kumar, 2012 ; Kumar and Bharti, 2018 ). As the research established a relationship between proactive coping and adjustment among students without LD, understanding the relationship and influence among these two variables in students with LD will benefit the development of interventions and remedial teaching.…”

Section: Introductionmentioning

confidence: 99%

Proactive coping and social-emotional adjustment among students with and without learning disabilities in Kerala, India

Jeyavel²,

Subhasree³

et al. 2022

Front. Psychol.

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The current study compared the level of proactive coping and social-emotional adjustment of students with and without learning disabilities. In addition to the relationship, influence of proactive coping on social-emotional adjustment of students with and without learning disabilities was also explored. Using a multistage random sampling method researcher selected students with and without learning disabilities in the age group of 15–17 years; each group consists of 150 participants from different high schools in Kerala. The instruments employed in this study were the Proactive Coping Inventory and the Adjustment Inventory for School Students-AISS. Correlation, t-test, and regression analysis were used to analyses the data. The students with learning disabilities have found to have lower levels of proactive coping and social emotional adjustment than those without learning disabilities. Further, a positive correlation between social emotional adjustment and proactive coping was also observed. The regression analysis has revealed that proactive coping of students with and without learning disabilities was significantly predicting their adjustment. As students with learning disabilities showing lower proactive coping skills, the study emphasizes the need to enhance proactive coping among students with learning disabilities. Improving proactive coping in both students with and without learning disabilities may help to mitigate social emotional adjustment issues.

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Place attachment, proactive coping and well-being in university environment

Cited by 17 publications

References 5 publications

The relationship of proactive coping and severity of symptoms of post-traumatic stress disorder

The relationship of proactive coping and severity of symptoms of post-traumatic stress disorder

Online student engagement and place attachment to campus in the new service marketplace: an exploratory study

Proactive coping and social-emotional adjustment among students with and without learning disabilities in Kerala, India

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