The stress chain: A longitudinal confirmatory study of teacher stress, coping and social support

BACKGROUND It is necessary to cope with situations in daily life to prevent stress-related health consequences. However, coping strategies might differ in their impact on dealing with stressful situations in daily life. Moreover, the effect of coping strategies on situational coping might differ between women and men. OBJECTIVE The aim of this study was to investigate the impact of coping strategies on situational coping in everyday life situations and to investigate gender differences. METHODS An ecological momentary assessment study with the mobile health app TrackYourStress (TYS) was conducted with 113 participants. Coping strategies were measured at baseline with the coping scales Positive Thinking, Active Stress Coping, Social Support, Support in Faith, and Alcohol and Cigarette Consumption of the Stress and Coping Inventory (SCI). Situational coping was assessed by the question “How well can you cope with your momentary stress-level” (slider 0-100) in daily life over four weeks. Multilevel models were conducted to test the effects of the coping strategies on situational coping. Additionally, gender differences were evaluated. RESULTS Positive Thinking (P=.03) and Active Stress Coping (P=.04) had significant positive impacts on situational coping in the total sample. For women, only Social Support had a significant positive effect on situational coping (P=.046). For men, only Active Stress Coping had a significant positive effect on situational coping (P=.001). Women had higher scores on the SCI scale Social Support than men (P=.007). CONCLUSIONS These results suggest that different coping strategies could be more effective in daily life for women than for men, which should be considered in the development of interventions aimed at reducing stress consequences through coping. Interventions taking gender into consideration might lead to better coping-outcomes than generalized interventions.

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Stress, Coping, and Social Support Processes

The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society ◽

10.1002/9781118410868.wbehibs366 ◽

2014 ◽

pp. 1-7

Author(s):

Sarah J. Hatteberg

Keyword(s):

Social Support ◽

Stress Coping

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The relationship between teacher stress and job satisfaction as moderated by coping using single-item measures

10.32469/10355/88059 ◽

2021 ◽

Author(s):

◽

Seth Woods

Keyword(s):

Job Satisfaction ◽

Randomized Trials ◽

Teacher Stress ◽

Teacher Job Satisfaction ◽

Stress Reaction ◽

Stress Coping ◽

Coping Capacity ◽

Single Item ◽

Using Data ◽

The Relationship

Teacher stress has been studied for decades and the negative outcomes of too much stress are well known, such as burnout and lack of teacher retention. The present study focuses on the relationship between teacher stress and teacher job satisfaction. The Transactional Model of stress specifies that coping must be accounted for when considering a person's stress reaction, as a person's coping capacity or resources are what determines whether stress reaction will occur. The present study seeks to answer the question: Does coping moderate the relationship between teacher stress and job satisfaction? Moderation analysis was conducted using data from randomized trials examining a leadership training program. The results showed that coping moderated the relationship between stress and job satisfaction. Adding to the importance of this study for practitioners is that all three constructs (stress, coping, and job satisfaction) were measured using single items, making it easy for practitioners to measure among their staff.

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Hubungan antara Self-Efficacy dan Dukungan Sosial dengan Coping Stress pada Petani Hortikultura dalam Mengelola Usaha Tani di Saribudolok

Tabularasa: Jurnal Ilmiah Magister Psikologi ◽

10.31289/tabularasa.v2i1.288 ◽

2020 ◽

Vol 2 (1) ◽

pp. 56-62

Author(s):

Sabrina Agrivita Saragih ◽

Asih Menanti ◽

Zuhdi Budiman

Keyword(s):

Social Support ◽

Self Efficacy ◽

Positive Relationship ◽

Stress Coping ◽

Vegetable Farmers ◽

Analysis Technique ◽

Social Support Scale ◽

Data Collections ◽

The Relationship ◽

Effective Contribution

The purpose of this study is to see the relationship between self-efficacy and social support with coping stress on horticulture farmers. The study was conducted in Saribudolok sample random sampling with 160 horticultural farmers for vegetable farmers as sample. The methods of data collections is through coping stress scale (focused coping stress), self-efficacy scale, and social support scale (sosial support). The data analysis technique used multiple regression with the following results: 1) There is a positive relationship between self-efficacy with coping stress with Rxy = 0,464 with p 0,05; with 21.6% contribution 2) There is a positive relationship between social support relationship with coping stress with Rxy = 0,180 with p 0,05; with 3.2% contribution 3) There is a positive relationship between self-efficacy and social support with coping stress with F 23,072 and Rxy = 0,477 while R2 = 0,227 with p 0,05. The total effective contribution of self-efficacy variables and social support with stress coping is 22.7%. This means that there is still 77.3% influence from other factors to coping stress

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Emotional Intelligence and Stress Coping Strategies Among Students of Physical Education and Sport Study Programs

Baltic Journal of Sport and Health Sciences ◽

10.33607/bjshs.v4i115.820 ◽

2020 ◽

Vol 4 (115) ◽

Author(s):

Romualdas Malinauskas ◽

Tomas Saulius ◽

Giedrius Kaufmanas

Keyword(s):

Social Support ◽

Emotional Intelligence ◽

Problem Solving ◽

Physical Education ◽

Coping Strategies ◽

First Year ◽

Stress Coping ◽

First Year Students ◽

Study Programs ◽

Stress Coping Strategies

Background. Studies of various scholars confirm the relation between the application of stress coping strategies and emotional intelligence, but there is a lack of research about the relationship between individual coping strategies and emotional intelligence levels among the first- and the fourth-year students. The aim of the research was to reveal peculiarities of emotional intelligence and stress coping strategies of undergraduate students of physical education and sport study programs.Methods. The Shutte Self-Assessment Questionnaire was used to measure the level of emotional intelligence of the participants (Schutte & Malouff, 1999). The questionnaire composed by Grakauskas and Valickas (2006) was used to identify the stress coping strategies. It consists of four factors: social support factor, problem-solving factor, emotional discharge factor and avoidance factor. The research was based on the following ethical principles: confidentiality, anonymity, impartiality and privacy. The first- and the fourth-year students of the Lithuanian Sports University and Lithuanian University of Educational Sciences, Physical Education and Sports Programs were surveyed. The research sample consisted of 123 participants. Male participants comprised 66.7% of the sample, and the female participants comprised 33.3%. of the sample. The first-year undergraduates made up 57.7% of the sample, and the fourth-year undergraduates made up 42.3% of the sample.Results. Analyzing the data on the stress coping strategies according to the participants studying experience, it was found that the fourth-year students used the social support strategy more frequently in comparison with the first-year students. In addition, the fourth-year students applied emotional discharge and avoidance strategies more often than the first-year students. Comparing stress coping strategies and emotional intelligence according to the gender of participants, no statistically significant differences were found. There was a statistically significant relationship between the stress coping strategy and the ability to evaluate and express one’s emotions.Conclusions. Comparing emotional intelligence of the first- and the fourth-year students of physical education and sports study programs, no statistically significant differences were found. Comparison of stress coping strategies applied by the first- and the fourth-year students of physical education and sports degree programs revealed that the fourth-year students tended to use social support, emotional discharge and avoidance strategies more frequently than the first-year students. Comparison of stress coping strategies and emotional intelligence according to gender did not show any statistically significant differences. However, there was a statistically significant relationship between stress coping strategies and emotional intelligence, though it was a weak, but significant difference between emotional intelligence components such as the ability to express and manage emotions and problem-solving focused stress coping strategy.Keywords: stress, stress management strategies, emotional intelligence.

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