Role of Coping Responses in the Relationship Between Perceived Stress and Psychological Well-Being in a Sample of Spanish Educational Teacher Students

Gustems-Carnicer, Josep; Calderón, Caterina; Batalla-Flores, Alberto; Bara, Francisco Esteban

doi:10.1177/0033294118758904

Cited by 28 publications

(35 citation statements)

References 43 publications

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“…The primary aim of this study was to assess the relationship between resilience and positive coping styles with regard to their potential protective effects on mental health and the implications for associated interventions among university students. It is worth mentioning that students' perceived or actual existing stress may also affect their use of coping strategies and resilience, and impact psychological well-being [15,55,64,65]. Interrelations may exist between psychological stress, coping style, resilience and psychological well-being [55,64,65].…”

Section: Discussionmentioning

confidence: 99%

“…It is worth mentioning that students' perceived or actual existing stress may also affect their use of coping strategies and resilience, and impact psychological well-being [15,55,64,65]. Interrelations may exist between psychological stress, coping style, resilience and psychological well-being [55,64,65]. Future research is needed to better elucidate the role of coping styles and resilience in the relationship between stress and psychological well-being among university students.…”

Section: Discussionmentioning

confidence: 99%

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Psychological resilience and positive coping styles among Chinese undergraduate students: a cross-sectional study

et al. 2020

BMC Psychol

154

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Background: Psychological resilience and coping strategies have been found to be related to various psychological and mental health problems. Evaluations of the relationship between resilience and coping style among university students are important for developing effective health promotion strategies focused on resilience intervention to benefit students' health and well-being. The relationship between psychological resilience and coping styles has usually been examined among adults and patients. Very few studies have investigated the relationship between resilience and coping style in university students. The present study aimed to investigate the associations between psychological resilience, students' characteristics (gender, major and grade) and coping styles among undergraduate students. Methods: A cross-sectional survey was conducted among undergraduate students in Shandong Province, China. Undergraduate students were randomly selected from 6 universities in 3 cities of the province using a stratified random sampling method. The questionnaire included questions on the participants' demographic information, including gender, grade and major, measures of psychological resilience and coping style. Coping style was measured by the Simplified Coping Style Questionnaire (SCSQ). The Asian Resilience Scale (ARS) was applied to evaluate undergraduates' psychological resilience. Multivariable regression analysis was used to examine the relationships between resilience, students' characteristics and positive coping styles. Results: A sample of 1743 undergraduates was analysed. The mean psychological resilience score was 70.41. The mean score for positive coping style was 24.72. Multiple regression analysis showed that three factors of psychological resilience, mood control, self-plasticity and coping flexibility, were all significant factors for positive coping styles (regression coefficient = 0.34, 0.35, 0.14, p < 0.01 for the three factors, respectively). Medical students and females had higher scores for positive coping styles than non-medical students and males (p < 0.01). Conclusions: The research revealed that females and medical students are more likely than males and non-medical students to adopt positive coping styles. Higher psychological resilience is associated with a better positive coping style. The findings suggest that psychological education and health promotion programmes that target strengthening psychological resilience among undergraduate students may help foster positive coping styles to benefit their mental health and psychological well-being.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Psychological resilience and positive coping styles among Chinese undergraduate students: a cross-sectional study

et al. 2020

BMC Psychol

154

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“…Some prior research has analyzed coping strategies from the teacher's standpoint: their methods of coping (Gustems-Carnicer et al, 2019), and their levels of stress (Browers and Tomic, 2000;Alson, 2019). From a complementary viewpoint, teacher effectiveness at university has been measured in terms of students' well-being and good teacher-student relations (Lekwa et al, 2018;Aldrupa et al, 2019).…”

Section: Coping Strategies In the Teaching Processmentioning

confidence: 99%

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

Fuente

Romera²,

González-Torres

et al. 2020

Front. Psychol.

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The SRL vs. ERL Theory TM predicts that regulation-related factors in the student and in the context combine to determine the student's levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies. Our hypothesis posed that students' level of self-regulation (low-medium-high), in combination with the level of regulation promoted in teaching (low-medium-high), would determine the type of strategies students used to cope with academic stress; the interaction of these levels would focus coping strategies either toward emotions or toward the problem. A total of 944 university students completed validated questionnaires on self-regulation, regulatory teaching, and coping strategies, using an online tool. ANOVAs and MANOVAs (3 × 1; 3 × 3; 5 × 1) were carried out, in a quasi-experimental design by selection. Level of self-regulation and level of regulatory teaching both had a significant effect on the type of coping strategies used. The most important finding was that the combined level of self-regulation and external regulation, on a five-level scale or heuristic, predicted the type of coping strategies that were used. In conclusion, the fact that this combination can predict type of coping strategies used by the student lends empirical support to the initial theory. Implications for the teachinglearning process at university and for students' emotional health are discussed.

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“…Sleep disturbances (30, 39–42), unhealthy lifestyle behaviors (e.g., poor nutrition, physical inactivity) (43, 44), fewer leisure activities and less social support, especially during the preparation and examination period (45) were described by university students. Students also reported using more avoidance (46) and withdrawal coping strategies (2), and less adaptive coping strategies, like social support (2, 47), cognitive reappraisal, and planning (48).…”

Section: Introductionmentioning

confidence: 99%

Short-Term Effects of a Multidimensional Stress Prevention Program on Quality of Life, Well-Being and Psychological Resources. A Randomized Controlled Trial

et al. 2019

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It is well-documented that university students have an increased risk in developing psychological problems because they face multiple stressors. Cognitive, behavioral, and mindfulness-based stress prevention programs were shown to reduce symptoms of anxiety, depression, and perceived stress in university students. However, little is known of their effect on resource activation. Additionally, most validated interventions are unidimensional, i.e., including one stress-coping approach. In this study, we investigated the short-term effects of a multidimensional stress prevention program on students' quality of life, psychological symptoms and resources, and resilience factors against stress. Using an experimental design, 64 healthy undergraduate students (56 women), between 18 and 34 years old (M = 21.34, SD = 2.53), from the University of Fribourg, Switzerland, were randomly allocated either to the intervention or the wait-list control group. The intervention group participated in a multidimensional stress prevention program, integrating mindfulness-based activities, cognitive and behavioral strategies, social skills, and emotional regulation exercises. The program consisted of eight 2-h weekly sessions. Before and after the intervention, participants completed self-reported questionnaires evaluating quality of life; psychological symptoms such as depression, anxiety, social anxiety, and interpersonal problems; as well as psychological resources like self-efficacy, sense of coherence, self-compassion, and social support, presented online. A standardized clinical interview was performed at pre- and post-measurement times. To analyze the sort-term effects of the program, we used mixed, two-factorial ANOVAs (per-protocol analyses). In accordance with our hypotheses, our results showed significant reduction of psychological symptoms, including anxiety, interpersonal problems, and symptoms of pain; a significant increase in quality of life, sense of coherence, and self-compassion in students who participated in the intervention program compared to the control group, (all p < 0.05). No significant results were found for symptoms of depression, social anxiety, self-efficacy, and social support. These preliminary findings indicate specific short-term effects of our multidimensional stress prevention program on psychological symptoms and on quality of life as well as promising effects on psychological resources and factors associated with resilience against stress. Future studies should investigate the long-term effects of the intervention as well as the effects in clinical samples.

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Role of Coping Responses in the Relationship Between Perceived Stress and Psychological Well-Being in a Sample of Spanish Educational Teacher Students

Cited by 28 publications

References 43 publications

Psychological resilience and positive coping styles among Chinese undergraduate students: a cross-sectional study

Psychological resilience and positive coping styles among Chinese undergraduate students: a cross-sectional study

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

Short-Term Effects of a Multidimensional Stress Prevention Program on Quality of Life, Well-Being and Psychological Resources. A Randomized Controlled Trial

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