Coping strategies and depression among cyberbullying victims in Vietnam: Self -esteem as a moderator

2022 ◽  
Vol 68 ◽  
pp. 101827
Author(s):  
Thi Truc Quynh Ho ◽  
Chuanhua Gu ◽  
Lixia Wang
Keyword(s):  
Coping Strategies ◽  
Self Esteem

The Relationship of Compliance with Coping Strategies and Self-Esteem

2003 ◽  
Vol 19 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Gisli H. Gudjonsson ◽  
Jon Fridrik Sigurdsson
Keyword(s):  
Sex Differences ◽  
Coping Strategies ◽  
Multiple Regression ◽  
Sex Difference ◽  
Test Scores ◽  
Self Esteem ◽  
Stressful Situation ◽  
Men And Women ◽  
Relationship Of ◽  
The Relationship

Summary: The Gudjonsson Compliance Scale (GCS), the COPE Scale, and the Rosenberg Self-Esteem Scale were administered to 212 men and 212 women. Multiple regression of the test scores showed that low self-esteem and denial coping were the best predictors of compliance in both men and women. Significant sex differences emerged on all three scales, with women having lower self-esteem than men, being more compliant, and using different coping strategies when confronted with a stressful situation. The sex difference in compliance was mediated by differences in self-esteem between men and women.

scholarly journals Coping strategies, self-esteem and levels of interrogative suggestibility

2015 ◽  
Vol 75 ◽  
pp. 85-89 ◽  
Author(s):  
Stella A. Bain ◽  
Allan McGroarty ◽  
Michelle Runcie
Keyword(s):  
Coping Strategies ◽  
Self Esteem ◽  
Interrogative Suggestibility

scholarly journals INFLUENCE OF COPING STRATEGIES ON THE STUDENT’S WELL-BEING IN CONDITIONS OF DISTANCE LEARNING

2021 ◽  
Vol 7 ◽  
pp. 230-238
Author(s):  
Alyona Vavilova
Keyword(s):  
Regression Analysis ◽  
Distance Learning ◽  
Coping Strategies ◽  
Stress Tolerance ◽  
Well Being ◽  
Self Esteem ◽  
Self Control ◽  
Subjective Well Being ◽  
Dominant Strategies ◽  
High Level

The article is devoted to the study of student's coping strategies influence on the level of their subjective well-being in conditions of distance learning. It was found that student's coping strategies have an impact on the level of their psychological comfort. Using regression analysis it was revealed that the variability of student's life well-being is determined by the following coping strategies: positive self-esteem; responsibility; planning; escape and self-control. It was developed the typology of students in the conditions of distance education, which includes such indicators of dominant coping strategies: the level of psychological comfort, dominant coping and measure of stress tolerance. According to the certain typology, three types of students were defined: 1) adaptive type (high indicators of well-being, high indicators of tolerance to stress, dominant strategies “self-esteem”, “responsibility” and “planning” ); 2) maladaptive type (low indicators of well-being, low indicators of tolerance to stress, dominant coping “escape”); 3) average adaptive type (average indicators of well-being, average indicators of tolerance to stress; dominant strategies “responsibility”, “self-control”, low indicators of coping “positive self-esteem”). The results of the study indicate that students who are best adapted to distance learning and have a high level of psychological comfort tend to evaluate themselves positively, treat work responsibly, plan their studies and have an average level of self-control.

scholarly journals Self-esteem, Social Support and Coping Strategies of left-behind Children in Rural China, and the Intermediary Role of Subjective Support：a cross-sectional survey

2021 ◽  
Author(s):  
Shu Cui ◽  
Fangshuo Cheng ◽  
Ling Zhang ◽  
Chao Zhang ◽  
Qiuyu Yuan ◽  
...  
Keyword(s):  
Social Support ◽  
Problem Solving ◽  
Coping Strategies ◽  
Help Seeking ◽  
Rural China ◽  
Self Esteem ◽  
Mediating Effect ◽  
Left Behind ◽  
And Coping ◽  
Support Score

Abstract Background: Negative coping strategies and behavioral problems are common among Chinese left-behind children, which are relate to a variety of negative consequences. At this stage of development, the relevant factors of coping strategies need to be further studied, in which social support and self-esteem are worthy of our attention. The aim of this study is to detect the current situation of self-esteem, social support, and coping styles of left-behind children (LBC) in rural China. Methods: 322 children from 3 schools in China enrolled in this study, including 236 LBC and 86 non-left-behind children (NLBC) to assess self-esteem, social support and coping strategies. Results: The LBC group had lower self-esteem score and lower total social support (subjective support, objective support and support-seeking behavior) than the NLBC group. In terms of coping strategies, the LBC group was lower than the NLBC group in problem-solving and rationalization. The self-esteem score in LBC was significant positive associated with the subjective support score, objective support score, problem-solving and help-seeking score. In addition, self-esteem has significant mediating effect between subjective support and problem-solving, subjective support and help-seeking, respectively. Conclusions: The finding indicate that Chinese LBC’s self-esteem and social support need to be improved. Given the significant correlativity between self-esteem, subjective support and coping strategy, it is necessary to promote Chinese LBC’s self-esteem and social support, especially subjective support.

scholarly journals Strategije suočavanja sa anksioznošću u situaciji testiranja engleskog jezika kod studenata visokog i niskog samopoštovanja

Praxis medica ◽  
2020 ◽  
Vol 49 (1-2) ◽  
pp. 23-27
Author(s):  
Marina Malobabić ◽  
Ivana Nešić ◽  
Vesna Jokanović
Keyword(s):  
Coping Strategies ◽  
Great Part ◽  
Self Esteem ◽  
Demographic Variables ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Older Students ◽  
Testing Situation ◽  
Language Classroom ◽  
Different Types

Introduction: Different types of tests present a great part of the academic life, and the tests themselves are extremely stressful situations for most students. The question of strategies used for coping with anxiety in testing situations is raised by the anxiety experienced by students and the levels of their self-esteem during tests. Aim of the paper: The aim of the paper is to take into consideration language anxiety, self-esteem and social and demographic variables as predictors of active use of strategies for coping with the testing situation. Material and methodology: This research included 338 students from five faculties/colleges, with an average age of 21.82±2.561, who were administered the following scales: Rosenberg's Self-esteem Scale, the Coping with the Testing Situation Scale and Foreign Language Classroom Anxiety Scale. Results: The Subscale for Language Anxiety during Testing has the highest reversed predictive value (beta=-0.43, p<0.001) of coping strategies for the testing situation; older respondents have less expressed ability of coping with the testing (beta=-0.23, p<0.001), and the higher the level of fear from negative evaluation (beta=0.21, p<0.001), the more the respondents are coping with the testing situation. Conclusion: The higher the testing anxiety, the less will the students use coping strategies, and the older students cope less with stressful testing situations, but the greater the presence of a more expressed fear of inefficiency, the more will the respondents cope with the testing situation through various strategies.

THE INFLUENCE OF ACADEMIC SELF-REGULATION OF STUDENTS ON THE WAY OF OVERCOMING NEGATIVE SITUATIONS

2020 ◽  
pp. 82-93
Author(s):  
Ніна Обухова
Keyword(s):  
Pilot Study ◽  
Coping Strategies ◽  
Self Regulation ◽  
Well Being ◽  
Self Esteem ◽  
Problem Analysis ◽  
Professional Activities ◽  
Self Blame ◽  
Academic Activities ◽  
Educational Conditions

The relevance of research. In modern educational conditions, it is important for applicants to independently regulate academic activities and find solutions to overcome unforeseen negative situations. The purpose of the study is to reveal the correlation between indicators of ways to overcome negative situations and academic self-regulation. Research methods - The experimental research was carried out on the basis of the H.S. Skovoroda Kharkiv National Pedagogical University and the Ukrainian Engineering Pedagogics Academy. The study involved applicants for education in the area 05 Social and Behavioral Sciences of 1, 3 and 5 courses in the number of 244 persons (187 girls and 57 boys). As a diagnostic material we used the questionnaire "Ways to overcome negative situations" and the adaptation questionnaire of academic self-regulation R.M. Ryan and D.R. Connell. Mathematical and statistical methods were applied in data processing. Results. In a pilot study, it was found that the main ways of overcoming negative situations by subjects of educational and professional activities are self-accusations, problem analysis and self-esteem increase. Academic self-regulation is characterized mainly by external and introjective regulation. Conclusions. According to the results of the study of methods to overcome negative situations, it was found that students more often choose coping strategies of self-blame, problem analysis and search for guilty. During their educational and professional activities, students rely on the emotional sphere, which they direct towards themselves or others. At the same time, while analyzing the problem, students try to retire, seek information, find a solution. Academic self-regulation is characterized by external and introjected regulation. All data indicate that subjects of educational and professional activities are capable of self-organizing activities with the help of constructive coping strategies using the development of emotional intelligence for psychological well-being.

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