Structural Relationships between Coping Strategies, Self-Efficacy, and Fear of Losing One’s Self-Esteem in Science Class

Mete, Pelin

doi:10.46328/ijtes.180

“…This finding is consistent with several investigations that address the strong relationship between self-efficacy and positive adaptation to stressful situations (Cattelino et al, 2021;Freire et al, 2020). In fact, if a student has better strate-gies for coping with stress, they will be able to feel more confident about their own capabilities, thus they will achieve their academic goals; however, if a student does not have efficient coping strategies towards stress, their academic self-efficacy would be affected in such a way that the student would not be able to successfully complete their assignments because they will not feel capable of doing them and will experience chores as potential stressors (Mete, 2021). In addition, Sabouripour et al (2021) denote that self-efficacy is important to effectively manage stress since one's beliefs on their own capabilities influence the way in which they assess potential stressors and, in an academic environment, such assessment would lead to a more efficient assignment of coping strategies do deal with academic stressors (Freire et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Academic self-efficacy as a protective factor for the mental health of university students during the COVID-19 pandemic

Ampuero-Tello

¹

,

Zegarra-López

²

,

Padilla-López

³

et al. 2022

Interacciones

1

0

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Background: University students are vulnerable to developing mental health problems due to constant exposure to academic demands. A situation that has been exacerbated by the COVID-19 pandemic and observed in several recent studies. Therefore, current practices require further research and identification of potentially protective factors for mental health. Objective: This study aimed to analyze academic self-efficacy as a protective factor against depression, anxiety, and stress in university students. Methods: A cross-sectional design was used with 3525 university students from Lima, Peru. The prevalence of depression, anxiety, and stress was measured using the DASS-21. Academic self-efficacy was measured with the EPAESA and defined as a predictor of the three mental health conditions. Structural equation modeling was used to test the model, together with a multigroup analysis for gender and working status. Results: One-third of the sample had severe to extremely severe symptoms of depression, anxiety, and stress. Academic self-efficacy was a moderately statistically significant predictor of the three mental health conditions. Relationships were invariant to gender and working status. Conclusions: Self-efficacy can be considered a protective factor for mental health. Interventions to promote academic self-efficacy may be effective in reducing depression, anxiety, and stress in university students. The findings are discussed together with current studies on the topic.

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“…The descriptive research design was employed in this study, which is a research method that tries to gather data in order to describe phenomena, circumstances, or populations in detail. To put it another way, it helps answer the what, when, where, and how questions about the research topic, rather than the why (Mete, 2021).…”

Section: Methodsmentioning

confidence: 99%

Level of Debate Skills of Grade 10 and Senior High School Students in the Schools Division of Santa Rosa City: Basis for an Intervention Plan

Requina¹

2022

IMRJ

0

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The primary objective of the educational system is to give opportunities for students to receive practical and useful instruction in order to develop their cognitive skills and to improve their social abilities through speaking and debating. In a classroom context, there is a varied range of learners with varying levels of aptitude and ability to express effectively. Through classroom interaction and oral communication, the teacher encourages students to express themselves freely and share their thoughts and ideas based on how they fully grasped the lesson, observations from the outside surroundings, and experiences based on real-life situations, that were noticed and observed closely. However, not all learners are fluent communicators, particularly when speaking in the English language. Even if they have strong beliefs and can express their thoughts, sentiments, and emotions in various ways, they lack the confidence to say them appropriately. As a result, the learner's dedication to education, the necessity of learning and practicing English, and the learner's deep commitment to the learning phase all pose problems to the educational system. The purpose of the study was to determine the level of debating skills of Grade 10 and Senior High School students in the Schools Division of Santa Rosa City in terms of style, content, and strategy. The students were composed of 25 students from the Schools Division of Santa Rosa City. This was essentially a descriptive study in which a survey questionnaire was used in conjunction with the purposive sample technique to gather data. In order to determine the respondent's demographic profile, the data were statistically handled using the frequency distribution and weighted mean. The t-test was performed to determine whether or not there were statistically significant differences in the degree of debate skills of the respondents when they were divided into groups based on their demographic profile. The data revealed that respondents' degree of debate skills has a verbal interpretation of good and that there was no statistically significant difference between their demographic profiles. The findings also revealed that the majority of respondents were first-timers in the debate competition environment. It was proposed that students should engage in constant practice and coaching to improve and develop their arguing talents, as well as participate in debate workshops and training to improve their skills and strategy, in order to improve their overall performance. As a result, the intervention strategy is proposed.

show abstract

“…The descriptive research design was employed in this study, which is a research method that tries to gather data in order to describe phenomena, circumstances, or populations in detail. To put it another way, it helps answer the what, when, where, and how questions about the research topic, rather than the why (Mete, 2021).…”

Section: Methodsmentioning

confidence: 99%

Untitled

2022

IMRJ

0

View full text Add to dashboard Cite

The primary objective of the educational system is to give opportunities for students to receive practical and useful instruction in order to develop their cognitive skills and to improve their social abilities through speaking and debating. In a classroom context, there is a varied range of learners with varying levels of aptitude and ability to express effectively. Through classroom interaction and oral communication, the teacher encourages students to express themselves freely and share their thoughts and ideas based on how they fully grasped the lesson, observations from the outside surroundings, and experiences based on real-life situations, that were noticed and observed closely. However, not all learners are fluent communicators, particularly when speaking in the English language. Even if they have strong beliefs and can express their thoughts, sentiments, and emotions in various ways, they lack the confidence to say them appropriately. As a result, the learner's dedication to education, the necessity of learning and practicing English, and the learner's deep commitment to the learning phase all pose problems to the educational system. The purpose of the study was to determine the level of debating skills of Grade 10 and Senior High School students in the Schools Division of Santa Rosa City in terms of style, content, and strategy. The students were composed of 25 students from the Schools Division of Santa Rosa City. This was essentially a descriptive study in which a survey questionnaire was used in conjunction with the purposive sample technique to gather data. In order to determine the respondent's demographic profile, the data were statistically handled using the frequency distribution and weighted mean. The t-test was performed to determine whether or not there were statistically significant differences in the degree of debate skills of the respondents when they were divided into groups based on their demographic profile. The data revealed that respondents' degree of debate skills has a verbal interpretation of good and that there was no statistically significant difference between their demographic profiles. The findings also revealed that the majority of respondents were first-timers in the debate competition environment. It was proposed that students should engage in constant practice and coaching to improve and develop their arguing talents, as well as participate in debate workshops and training to improve their skills and strategy, in order to improve their overall performance. As a result, the intervention strategy is proposed.

show abstract

Structural Relationships between Coping Strategies, Self-Efficacy, and Fear of Losing One’s Self-Esteem in Science Class

Cited by 4 publications

References 64 publications

Academic self-efficacy as a protective factor for the mental health of university students during the COVID-19 pandemic

Academic self-efficacy as a protective factor for the mental health of university students during the COVID-19 pandemic

Level of Debate Skills of Grade 10 and Senior High School Students in the Schools Division of Santa Rosa City: Basis for an Intervention Plan

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