Impulsivity, life stress, refusal efficacy, and problem gambling among Chinese: Testing the diathesis-stress-coping model.

2011 ◽  
Vol 18 (3) ◽  
pp. 263-283 ◽  
Author(s):  
Catherine So-Kum Tang ◽  
Zhiren Chua ◽  
Anise M. S. Wu
Keyword(s):  
Problem Gambling ◽  
Life Stress ◽  
Stress Coping ◽  
Coping Model

scholarly journals A stress-coping model of mental illness stigma: II. Emotional stress responses, coping behavior and outcome

2009 ◽  
Vol 110 (1-3) ◽  
pp. 65-71 ◽  
Author(s):  
Nicolas Rüsch ◽  
Patrick W. Corrigan ◽  
Karina Powell ◽  
Anita Rajah ◽  
Manfred Olschewski ◽  
...  
Keyword(s):  
Mental Illness ◽  
Emotional Stress ◽  
Stress Responses ◽  
Coping Behavior ◽  
Mental Illness Stigma ◽  
Stress Coping ◽  
Coping Model

Depressive Symptoms Among HIV Positive Men: Life Stress, Coping, and Social Support

1993 ◽  
Vol 1 (1) ◽  
pp. 64-87 ◽  
Author(s):  
Thomas L. Patterson* ◽  
Shirley J. Semple ◽  
Lydia R. Temoshok ◽  
J. Hampton Atkinson ◽  
J. Allen McCutchan ◽  
...  
Keyword(s):  
Social Support ◽  
Depressive Symptoms ◽  
Life Stress ◽  
Hiv Positive ◽  
Stress Coping ◽  
Hiv Positive Men

Emotional Competence Within the Stress Coping Strategies of Music Education Students

2021 ◽  
pp. 002242942110614
Author(s):  
Michelle S. McConkey ◽  
Christa R. Kuebel
Keyword(s):  
Music Education ◽  
Coping Strategies ◽  
Life Stress ◽  
Emotional Competence ◽  
Stress Coping ◽  
Education Majors ◽  
Education Students ◽  
Emotional Competency ◽  
Stress Coping Strategies ◽  
Music Education Majors

Researchers have identified high levels of stress among music education students, but we know very little about how students manage this stress and how emotional competence skills might be utilized within stress coping mechanisms for this population. Through this qualitative study, we sought to understand the stress coping strategies of eight music education majors through the lens of emotional competence as outlined by Saarni. We identified several sources of participants’ stress: general life stress, schedule, performance expectations, and coursework. Student coping strategies included awareness of stress, an attitude of pushing through, self-care, and seeking support. Through coding and utilization of the theoretical framework, we concluded that all eight of Saarni’s emotional competence skills were evident in the data as a whole, but not for each individual participant. Minimal evidence was found for half of the skills and for some students they were nonexistent, thus indicating a need for growth in emotional competency. Gaining an understanding of how music education majors cope with their stress could be a key step toward understanding how to better support students throughout their degree programs and as they transition into the field of music education.

Comparing Satisfaction, Life-Stress, Coping and Academic Performance of Counselling Students in On-Campus and Distance Education Learning Environments

2014 ◽  
Vol 24 (1) ◽  
pp. 76-89 ◽  
Author(s):  
Brett Furlonger ◽  
Emilia Gencic
Keyword(s):  
Distance Education ◽  
Academic Performance ◽  
Coping Strategies ◽  
Learning Environments ◽  
Life Stress ◽  
Quantitative Approach ◽  
Stress Coping ◽  
Education Students ◽  
Study Experience ◽  
Tertiary Study

Distance education students are confronted with a range of additional challenges as part of their tertiary study experience. A quantitative approach was used to identify the challenges they face, their relative levels of satisfaction, coping strategies, and academic performance. Two hundred and ninety-five students (64 male and 231 female) participated by completing a survey that included measures of satisfaction, stress, coping, and academic performance. All were enrolled in an Australian university and studied either on campus or in one of two distance education (DE) modes, off-campus and offshore. While there were some differences in satisfaction expressed between DE and on-campus students, there were no significant differences between the groups on measures of stress or academic performance. The differences between the three groups’ use of coping strategies was less clear. Possible explanations for the differences between the groups are discussed.

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