The Relationship Between Social Competences And Coping Strategies In Czech University Students

Křeménková, Lucie

doi:10.15405/epsbs.2019.01.3

Cited by 2 publications

(3 citation statements)

References 25 publications

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“…Accordingly, their attempt could be seeking to solve the problems or manage the sources of stress (task oriented) or reduce the emotional distress (emotion oriented) associated with the event (Kweku, Yelkpieri, & Kobina, 2011). To effectively manage stressful situations, it is normal to exert cognitive, behavioral and social efforts (Kremenkova & Plevova, 2019). However, it is widely argued that emotion focused coping is directed towards internal state whereas problem-focused coping is directed towards altering the external stressors (Mason, 2017).…”

Section: Discussionmentioning

confidence: 99%

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Assessment of Social Competencies, Coping Strategies, and Academic Achievement of First Year Students

Kimo¹,

Ayele²

2021

PJPR

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The purpose of this research was to assess first year students’ social competency and coping strategies against their overall first semester academic achievement (GPA) at Arsi University. A sample (N = 360) of first year students was selected for the study. Slightly adapted versions of Social Competency Scale (Silvera, Martinussen, & Dahl, 2001) and Coping Strategy Scales (Carver, 1999) were used to assess these aspects. The results revealed that the majority students were good and some of them were identified as average on social competency dimensions. On the other hand, it was noted that majority of the students use avoidance coping strategies. Social competency has strong positive connection with student’s GPA but coping strategy has nonsignificant negative correlation with GPA. Both social competency and coping strategy slightly contributed to the variations in first semester GPA among first year students. Only college had a mediating role with partial mediation effect between social competency total and GPA. A significant difference was observed between male and female students in their GPA and social competency. Gender and religion had no mediation role between social competency, coping strategy, and first semester GPA of the students. In conclusion, it was implied that university students’ personnel should work on first year students’ adaptive coping strategies and social competencies.

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Section: Discussionmentioning

confidence: 99%

“…. However, competency is a very controversial concept which is commonly defined in many different ways (Kremenkova & Plevova, 2019;Kurian & Prakasha, 2016).…”

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confidence: 99%

Assessment of Social Competencies, Coping Strategies, and Academic Achievement of First Year Students

Kimo¹,

Ayele²

2021

PJPR

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“…In turn, some authors assume that the social competencies are a form of coping strategy (Kremenkova, Plevova, 2018). In the literature on the subject, one can also find a description of related competencies, described as perseverance (Harris and Morgan, 1996) or stress tolerance (Hiltrop and Janssens, 1990).…”

Section: Review Of the Literature: Social Competencies And Their Role...mentioning

confidence: 99%

Dealing With Pressure and Stress as a Social Competence of a Manager Developed in Distance Education

Michalkiewicz,

Syper-Jedrzejak

2023

ERSJ

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Purpose:The purpose of the study is to determine how remote learning affects the development of social competencies, particularly coping with pressure and stress of future managers. Design/Methodology/Approach: The technique of non-standardised written statements was used to analyse the statements of 200 management students. Findings: According to a large group of respondents, future managers learn to cope with pressure and stress better in the remote education situation. On the one hand, this is related to learning by experiencing the stress of remote learning and, on the other, for some respondents, to the possibility of training in more comfortable conditions. Some threats and specific difficulties for the "remote" development of this type of competencies have also been noticed. These include the inadequacy of the remote methods of coping with pressure and stress for the challenges of future stationary work or, according to some of the respondents, too low level of stress during such learning to practice coping skills. Practical Implications: The analysis of young people's opinions made it possible to formulate recommendations for remote education, toward including in education programs the specificity of developing social competencies and introducing the issue of remote work hygiene (so that managers can better cope with stressors of this type in their future careers). Originality/value: The article presents the original results of qualitative research relating to the possibility of remotely developing social competencies of the future manager.

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The Relationship Between Social Competences And Coping Strategies In Czech University Students

Abstract: This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Cited by 2 publications

References 25 publications

Assessment of Social Competencies, Coping Strategies, and Academic Achievement of First Year Students

Assessment of Social Competencies, Coping Strategies, and Academic Achievement of First Year Students

Dealing With Pressure and Stress as a Social Competence of a Manager Developed in Distance Education

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