Stress Coping

1986 ◽  
Vol 14 (4) ◽  
pp. 499-549 ◽  
Author(s):  
Kenneth B. Matheny ◽  
David W. Aycock ◽  
James L. Pugh ◽  
William L. Curlette ◽  
Kathleen A. Silva Cannella
Keyword(s):  
Problem Solving ◽  
Relaxation Training ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Skills Training ◽  
Stress Coping ◽  
Training Problem ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
And Coping

This article presents a two-pronged attempt to synthesize the research on stress coping: (1) a review of models and taxonomies of behaviors and resources related to stress coping and (2) a meta-analysis of recent experimental and quasi- experimental studies of stress coping. The review led to the construction of a taxonomy and, in conjunction with the meta-analysis, to a comprehensive model of stress coping in two parts (stress and coping). In the meta-analysis an unbiased effect size of .57 was obtained by comparing groups administered treatments to reduce stress with comparison groups. Social skills training, problem solving, cognitive restructuring, and relaxation training appeared to be among the more effective treatments. In comparing the frequency of treatments identified in the meta-analysis with those in the taxonomy, some treatment domains (such as problem solving) were well represented in the taxonomy but appeared infrequently in the meta-analysis. Implications for stress-coping treatment and research are offered.

scholarly journals When Problem Solving Followed by Instruction Works: Evidence for Productive Failure

2021 ◽  
pp. 003465432110191
Author(s):  
Tanmay Sinha ◽  
Manu Kapur
Keyword(s):  
Problem Solving ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Productive Failure ◽  
Ps I ◽  
Initial Learning ◽  
Younger Age ◽  
Quasi Experimental ◽  
General Skills ◽  
Passionate Debate

When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 comparisons that compared PS-I with I-PS design. Our results showed a significant, moderate effect in favor of PS-I (Hedge’s g 0.36 [95% confidence interval 0.20; 0.51]). The effects were even stronger (Hedge’s g ranging between 0.37 and 0.58) when PS-I was implemented with high fidelity to the principles of Productive Failure (PF), a subset variant of PS-I design. Students’ grade level, intervention time span, and its (quasi-)experimental nature contributed to the efficacy of PS-I over I-PS designs. Contrasting trends were, however, observed for younger age learners (second to fifth graders) and for the learning of domain-general skills, for which effect sizes favored I-PS. Overall, an estimation of true effect sizes after accounting for publication bias suggested a strong effect size favoring PS-I (Hedge’s g 0.87).

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

Problem-Solving Therapy

2017 ◽  
Author(s):  
Nancy P. Kropf ◽  
Sherry M. Cummings
Keyword(s):  
Problem Solving ◽  
Meta Analysis ◽  
Randomized Control Trials ◽  
Problem Solving Therapy ◽  
Related Quality ◽  
Health Related ◽  
Randomized Control ◽  
Meta Analyses ◽  
And Coping

Chapter 6, “Problem-Solving Therapy: Evidence-Based Practice,” details the research evidence concerning the effectiveness of problem-solving therapy (PST) for use with older adults. Only meta-analyses or randomized control trials (RCT) were included in this review. One meta-analysis and fifteen randomized control trials were identified that investigated PST outcomes on older adult depression, health-related quality of life, and coping. Outcomes of these studies determined that this therapy is effective in reducing anxiety and depression, and increasing problem-solving abilities in both community-based and in-home settings. Additionally, consistent support was found for the efficacy of telephone and video-phone PST, suggesting that these alternate means of administration may help overcome barriers to the receipt of mental health services experienced by homebound elders.

The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis

2020 ◽  
pp. 001440292096918
Author(s):  
Asha K. Jitendra ◽  
Ahmed Alghamdi ◽  
Rebecca Edmunds ◽  
Nicole M. McKevett ◽  
John Mouanoutoua ◽  
...  
Keyword(s):  
Variance Estimation ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Tier 2 ◽  
Mathematics Interventions ◽  
Treatment Groups ◽  
Tier 2 Interventions ◽  
Mathematics Difficulties ◽  
Quasi Experimental

This meta-analysis examined the effectiveness of supplemental Tier-2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasi-experimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier-2 interventions were moderated by intervention model type, group size, and type of measure. We present recommendations for future research and implementation of mathematics practices.

scholarly journals The Effectiveness of Digital Interventions for Psychological Well-Being in the Workplace: A Systematic Review Protocol

2019 ◽  
Vol 17 (1) ◽  
pp. 255 ◽  
Author(s):  
Maria Armaou ◽  
Stathis Konstantinidis ◽  
Holly Blake
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Well Being ◽  
Psychological Well Being ◽  
Scientific Databases ◽  
Digital Interventions ◽  
Quasi Experimental ◽  
Review Protocol ◽  
Mental Well Being

Objective: Psychological well-being has been associated with desirable individual and organisational outcomes. This systematic review aims to assess the effectiveness of digital interventions for the improvement of psychological well-being and/or the prevention/management of poor mental well-being in the workplace. Methods: This review protocol is registered in PROSPERO (CRD42019142428). Scientific databases including MEDLINE, Web of Science, CINAHL, PsycINFO, Cochrane Register of Controlled Trials (CENTRAL) and EMBASE will be searched for relevant studies published between January 1990 and July 2019. Studies will be included if they report specific primary and secondary outcomes of digital interventions delivered to adults in the workplace for the improvement of their psychological wellbeing and/or the prevention/management of poor mental well-being and were published in English. Following screening of titles and abstracts, full texts of potentially eligible papers will be screened in duplicate to identify studies that assess the effectiveness of those digital interventions. Discrepancies will be resolved through consensus or by consulting a third reviewer. An integrated narrative synthesis will assess included studies’ findings, and a meta-analysis will be performed if included studies appear to be homogeneous. The “Cochrane Collaboration’s Risk of Bias” tool and the JBI (Joanna Briggs Institute) Critical Appraisal Checklist for Quasi-Experimental Studies will be used to appraise included studies. Conclusion: The results of this work will provide recommendations on the use of digital interventions for the promotion of psychological well-being at work. It will also guide the development of future workplace digital interventions and subsequent primary research in this field.

scholarly journals Does Coaching, Mentoring, and Supervision Matter for Pre-Service Teachers’ Planning Skills and Clarity of Instruction? A Meta-Analysis of Experimental and Quasi-Experimental Studies

2020 ◽  
Author(s):  
Sog Yee Mok ◽  
Fritz C. Staub
Keyword(s):  
Cognitive Modeling ◽  
Cooperating Teachers ◽  
Meta Analysis ◽  
Lesson Planning ◽  
Experimental Studies ◽  
Control Group ◽  
Control Group Design ◽  
Instructional Skills ◽  
Quasi Experimental ◽  
Significant Moderator

During the practicum, pre-service teachers (PSTs) practice instructional skills such as lesson planning and clarity of instruction. Different approaches to assisting PSTs with coaching, mentoring, or supervision have been developed to improve PSTs’ instructional skills during the practicum. We conducted a meta-analysis based on quasi-experimental and experimental control group design studies. The results showed a small and significant overall effect on instructional skills (d = .41). Cooperating teachers’ or supervisors’ cognitive modeling (i.e., making cognitive processes explicit in demonstrating teaching-related practices) of lesson planning and teaching practices based on the cognitive apprenticeship framework was a significant moderator (d = .89).

scholarly journals Fatigue self-management led by occupational therapists and/or physiotherapists for chronic conditions: A systematic review and meta-analysis

2021 ◽  
pp. 174239532110397
Author(s):  
Sungha Kim ◽  
Ying Xu ◽  
Kelly Dore ◽  
Rebecca Gewurtz ◽  
Nadine Larivière ◽  
...  
Keyword(s):  
Confidence Interval ◽  
Chronic Conditions ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Occupational Therapists ◽  
Behavioural Therapy ◽  
Mean Difference ◽  
Self Management ◽  
Management Interventions ◽  
Quasi Experimental

Objective The aim of this study was to investigate the effectiveness of occupational therapist-/physiotherapist-guided fatigue self-management for individuals with chronic conditions. Methods Eight databases, including MEDLINE and EMBASE, were searched until September 2019 to identify relevant studies. Randomised controlled trials and quasi-experimental studies of self-management interventions specifically developed or delivered by occupational therapists/physiotherapists to improve fatigue symptoms of individuals with chronic conditions were included. A narrative synthesis and meta-analysis were conducted to determine the effectiveness of fatigue self-management. Results Thirty-eight studies were included, and fatigue self-management approaches led by occupational therapists/physiotherapists were divided into six categories based on the intervention focus: exercise, energy conservation, multimodal programmes, activity pacing, cognitive-behavioural therapy, and comprehensive fatigue management. While all exercise programmes reported significant improvement in fatigue, other categories showed both significant improvement and no improvement in fatigue. Meta-analysis yielded a standardised mean difference of the overall 13 studies: 0.42 (95% confidence interval:−0.62 to − 0.21); standardised mean difference of the seven exercise studies was −0.55 (95% confidence interval: −0.78 to −0.31). Discussion Physical exercises inspired by the self-management principles may have positive impacts on fatigue symptoms, quality of life, and other functional abilities.

scholarly journals The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis

2020 ◽  
Vol 7 (1) ◽  
pp. 735-760
Author(s):  
Hui Shi ◽  
Alan C.K. Cheung ◽  
Elizabeth S.T. Cheung
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Chinese Students ◽  
Learning System ◽  
School Students ◽  
Quasi Experimental ◽  
The Impact ◽  
Positive Effect

Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasi-experimental studies to observe the impact of stratified teaching on students’ academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students’ academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching’s order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.

scholarly journals The Effect of Youth Entrepreneurship Education Programs: Two Large-Scale Experimental Studies

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402095697
Author(s):  
Gayoung Kim ◽  
Dohyeon Kim ◽  
Woo Jin Lee ◽  
Sunyoung Joung
Keyword(s):  
Large Scale ◽  
Experimental Studies ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Social Problem Solving ◽  
Entrepreneurial Intentions ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Matched Comparison ◽  
The Impact

Recent years have witnessed the worldwide growth of entrepreneurship education (EE) as entrepreneurship is regarded as the key driver of innovation and economic growth. Most extant studies on EE have focused on its impact on entrepreneurial intentions. However, the application of the same EE measurements for both adults and adolescents has long been criticized; the indices developed for potential adult entrepreneurs may not be suitable for young entrepreneurs, considering the large time gap before they enter the workforce. This study aims to develop appropriate indicators for the assessment of youth EE in Korea and to examine the effectiveness of youth EE. Two large-scale quasi-experimental studies were conducted with pre- and posttest matched-comparison groups for verification. This study suggests six common variables for measuring the impact of youth EE: opportunity discovery, opportunity exploitation, entrepreneurship, creativity capacity, social problem solving, and entrepreneurial intention. The analyses showed that all these indicators positively influenced youth EE. We also proposed practical suggestions for the development of EE programs.

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