Problem Solving Style and Coping Strategies: Effects of Perceived Stress

Maghan, Margaraet

doi:10.4236/ce.2017.814160

Cited by 10 publications

(7 citation statements)

References 22 publications

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“…(3) unproductive, encompassing worrying, wishful thinking, avoiding or ignoring the problem, stress reduction, self-blame, and keeping it to oneself [44,45] and it was found that individuals with "external" and "developer" styles reported higher stress levels during problem-solving. Furthermore, those with an "external" style or a "task-oriented problemsolving style" were more likely to use restraint as a coping strategy.…”

Section: Coping Strategies Self-esteem and Resiliencementioning

confidence: 99%

Fear, Stress, Resilience and Coping Strategies during COVID-19 in Spanish University Students

Morales-Rodríguez

2021

Sustainability

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COVID-19 (2019 coronavirus pandemic) and the resulting confinement has had an impact on mental health and the educational environment, affecting the stress, concerns, fear, and life quality of the university population. This study aimed to examine the correlation between fear of COVID-19, stress with COVID-19, and technological stress in university students, and their resilience, self-esteem, and coping strategies. The final sample comprised 180 Spanish university students, with an average age of 20.76 years (SD = 4.59). The above-mentioned effects were administered a series of self-report scales. We found statistically significant associations between fear of COVID-19 and stress with COVID-19, technological stress (total score), overload, and complexity (subdimensions of technological stress). Likewise, we found inverse relationships between the students’ fear of COVID-19 and the use of the coping strategy, cognitive restructuring. Ascertaining the factors that influence the coping strategies of undergraduate university students and their fears, psychological stress, and resilience provides valuable information for the development of educational interventions. This research has relevant implications for the diagnosis, orientation, and design of psycho-educational and clinical interventions that can improve students’ well-being and training for effective coping strategies for daily stress and this pandemic situation.

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Section: Coping Strategies Self-esteem and Resiliencementioning

confidence: 99%

Fear, Stress, Resilience and Coping Strategies during COVID-19 in Spanish University Students

Morales-Rodríguez

2021

Sustainability

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“…A blend of PhET learning models with high-level problem solving (PhET-PS) is an approach known to enable students experience an interest in the model, and further stimulate their thinking potential (Bransford & Stein 1984;Maghan, 2017). The acquisition of control class scores with ordinary learning media and the experimental group with PhET-PS learning media show a significant variation.…”

Section: Discussionmentioning

confidence: 99%

The Reconstruction Model of Science Learning based PhET-Problem Solving

Doloksaribu¹,

Triwiyono

2020

IJonSE

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This study investigates the effects of science learning model reconstruction based on student needs, in order to generate more operational standards and teaching materials. The conceptual understanding through virtual laboratory appears minimal, based on the analysis addressing the demands of junior high school students in several locations in Papua. Hence, there is a necessity to reform the learning structure through the utilization of physics education technology (PhET). Furthermore, the model was reconstructed by the Model Education of Reconstruction with fundamental principles, including an analysis of the education needs based on PhET-Problem solving, to compose context describing energy materials and its changes. Expert validation on the accuracy of illustrations, drawings, tasks, exercises, and questions, indicates the model is eligible. The participants are 60 students control and experiment group for junior high school public 11 Jayapura. The results showed the science learning model has demonstrated increased virtual experiment abilities and conceptual understanding trought pretest and postest based N-Gain. Analysis of data based normality test and independent test (T-test), meanwhile, there is a significant differences between experimental and control group. Outcome of students' responses for a separate learning model reflected positive.

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“…Analysing self-reported questionnaire should be considered carefully (Carson & Hardy, 1998), because teachers may feel guilty to reflect on the pupils' misbehaviours by thinking its' occupational inappropriateness (Fiorilli, Albanese, Gabola. & Pepe, 2017;Maghan, 2017;Taddei et al, 2017). In addition, the number of participants in the study is not enough to make generalizable conclusions about the entire group of Finnish teachers and we attribute the study findings to the group of participating teachers.…”

Section: Limitationsmentioning

confidence: 97%

Finnish Primary School Teachers' Emotional Coping in Student-related Stressful Situations

Leite

Havu‐Nuutinen

2021

IJEP

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The current study aimed to explore primary schoolteacher’s emotional stress-coping strategy and to examine its possible relationships with stressful situations caused by pupils’ misbehaviours in Finland context. A total of 12 items in four subscales with second-order model was the most appropriate structure to understand teachers’ emotional coping strategy. In the student-related stressful situations, the most relevant emotional coping strategies were religion/mindfulness,social support from family members, and self-blame. In addition, when teachers use self-blame to acknowledge their stressful emotions, they use another emotional strategy simultaneously, and vice versa. Those results showed significance of future studies on understanding more effective emotional strategies for student-related stress and investigating how teachers use several types of emotional coping strategies coincidently.

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Problem Solving Style and Coping Strategies: Effects of Perceived Stress

Cited by 10 publications

References 22 publications

Fear, Stress, Resilience and Coping Strategies during COVID-19 in Spanish University Students

Fear, Stress, Resilience and Coping Strategies during COVID-19 in Spanish University Students

The Reconstruction Model of Science Learning based PhET-Problem Solving

Finnish Primary School Teachers' Emotional Coping in Student-related Stressful Situations

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