scholarly journals Interrelation of Social and Psychological Adaptation and Coping Strategies of Law Students

2018 ◽  
Vol 9 (4) ◽  
Author(s):  
Natalia Fontalova
Keyword(s):  
Coping Strategies ◽  
Psychological Adaptation ◽  
Law Students ◽  
First Year ◽  
Stressful Situation ◽  
State University ◽  
First Year Students ◽  
Teachers And Students ◽  
Study Process ◽  
And Coping

The author of the article presents a research of interrelation of Social and Psychological Adaptation and Coping Strategy of students. The objective of the article is a study of social and psychological adaptation and coping strategies of first- year students of Law Institute of Baikal State University. The author substantiates relevance of the research, describes the empirical study process in detail. The following methods such as method of social and psychological adaptation diagnosis of K. Rogers and R. Diamond, the multilevel personality questionnaire Adaptability of A.G. Maklakov, S.V. Chermyanin, R. Lazarus and S. Folkman method of coping mechanisms diagnosis. 68 people at the age of 17-20 took part in the study. They are 34 female and 34 male first-year law students. Furthermore, the article presents the results characterizing the interrelation of social and psychological adaptation and coping-strategies of students. It was revealed during the study that first-year students with a higher adaptability level are more likely to assume responsibility and reconsider a stressful situation than students with a lower level of adaptability. Also coping strategies specific for the selected students are described. The obtained results can be interesting for practicing psychologists, teachers and students counselors who organize educational activities.

scholarly journals Coping Strategies and Accentuations of Personality Traits in First-Year Students with Different Levels of Subjective Well-Being

2021 ◽  
Vol 22 (4) ◽  
pp. 1040-1049
Author(s):  
E. F. Yashchenko ◽  
O. V. Lazorak
Keyword(s):  
Personality Traits ◽  
Coping Strategies ◽  
Research University ◽  
Well Being ◽  
First Year ◽  
Subjective Well Being ◽  
State University ◽  
First Year Students ◽  
Wide Range ◽  
Different Levels

The research objective was to determine the features, interrelations, and differences in subjective well-being, coping-strategies, and accentuations of personality traits. The experiment featured first-year students with different levels of subjective well-being that majored in technical sciences at the South Ural State University (National Research University) in Chelyabinsk (Russia). The research involved the subjective well-being scale developed by Perrudet-Badoux, Mendelsohn, and Chiche in M. V. Sokolova’s adaptation, R. Lazarus’s coping-test, and G. Schmieschek and K. Leonhard’s questionnaire. The experiment included 43 male students (mean age – 17,8), who were divided into three groups according to the level of subjective well-being. The first-year students with high and medium levels of subjective well-being had a wide range of coping strategies. The students with a low level of subjective well-being had an insufficient personal and psychoemotional resource to cope with adversities. The authors also defined priority links between accentuations, coping strategy, and subjective wellbeing. The experiment confirmed the hypothesis that first-year students with different levels of subjective well-being would have different indicators of coping strategies and accentuations of personality traits, as well as different structure of research scale connections. The results can help to create programs for the development of coping strategies in first-year students.

scholarly journals Risk Suicide, Anxiety, and Coping Strategies

2021 ◽  
Author(s):  
Francisco Manuel Morales Rodríguez
Keyword(s):  
Coping Strategies ◽  
Social Withdrawal ◽  
First Year ◽  
Suicidal Risk ◽  
First Year Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
High Level ◽  
And Coping ◽  
Psychoeducational Interventions

In this paper, we sought to examine the levels of suicidal risk and anxiety, as well as the coping strategies used in a sample of 154 Spanish university students, most of them first-year students, during the situation of confinement and the pandemic. After approval by the Ethics Committee, instruments for the evaluation of these constructs were administered. An ex post facto design was used. A high level of suicide risk was not found in the sample. Statistically significant differences were found in the levels of suicidal risk and anxiety according to gender, with higher scores in both variables for women. Likewise, the coping strategies of self-criticism and social withdrawal show direct associations with the levels of suicidal risk. We conclude by pointing out the relevance of the data obtained for a more effective design of psychoeducational interventions to face these public health problems with the training of effective coping strategies.

scholarly journals Instructional Assessment of Technology and Livelihood Education (TLE) Program

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Vangilit G. Retome ◽  
Nonita C. Estrella ◽  
Avelina Sarvida ◽  
Imelda Yaoyao ◽  
Gary C. Garcia ◽  
...  
Keyword(s):  
Career Pathways ◽  
Instructional Materials ◽  
First Year ◽  
State University ◽  
Personal View ◽  
First Year Students ◽  
Instructional Assessment ◽  
Teachers And Students ◽  
Descriptive Survey ◽  
Home Technology

The study was conducted to assess the TLE program instruction of Southern Leyte State University-San Juan campus. It tried to evaluate the attitude of TLE teachers towards work, students personal view about the course, and the physical and learning environment of the school in relation to TLE program. It utilized descriptive survey using two types of self-made questionnaire, the Linkerts Scale and the Open-ended type survey. The data gathered were treated using weighted mean and the frequency count. Results showed that most of the teachers who are teaching TLE are in retiring age (7 out of 11 or 64%). The attitudes of TLE teachers toward the program are moderately positive while the students’ personal view towards the course is moderately low. Both teachers and students believed that the school needs to update instructional materials, tools, and equipments, and improve classrooms particularly home technology building. With these findings, the researchers came up with recommendations which are to revisit the TLE curriculum in order to ensure relevance of the program to the present career pathways in Technology and Livelihood Education Program of the Department of Education for secondary schools to hire new teachers specializing TLE and to conduct proper orientation of first year students about the TLE program. Keywords - Technology and Livelihood Education, TLE, Instructional Assessment,

Perceived English Language Needs of Cebuano Speaking Freshmen and their Teachers: Implication to Language Teaching

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
DON VICENTE C. REAL ◽  
BELLADONA A. CORTEZ ◽  
VIRGINIA E. LACUESTA ◽  
CRAIG N. REFUGIO
Keyword(s):  
English Language ◽  
The Philippines ◽  
Private Life ◽  
The Other ◽  
First Year ◽  
State University ◽  
First Year Students ◽  
Learning Tasks ◽  
Teachers And Students ◽  
Language Needs

THis study focused on investigating how students and teachers from a non-english speaking country like the Philippines perceive the need for learning the english language. Six hundred first year students of Negros Oriental State University, Bais Campuses 1 and 2 were assessed using a structured survey questionnaire to determine their english language needs in the four macro skills such as speaking, reading, listening, and writing as applied to their academic studies, future profession and social/private life. Eight teachers were considered in the study. Percentages and weighted means were utilized in data analysis. Findings revealed that most students identified reading as “most needed” in their academic studies while speaking was “most needed” in their future profession. All the other skills were considered only as “needed.” On the other hand, teachers considered all the four macro skills as “most needed” in all the three areas. It was only in reading that both teachers and students gave similar rating of “most needed” in academic studies. Thus, there exists disparity in the way learners and teachers view the importance of learning the language. To address this issue, there is a need to redesign existing syllabus by integrating learning tasks that address the students’ needs.Keywords: Language, macro skills, descriptive design, Philippines, Asia

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

2021 ◽  
Vol 36 (4) ◽  
pp. 601-614
Author(s):  
Kassim Kimo ◽  
Kabtamu Ayele
Keyword(s):  
Academic Achievement ◽  
Coping Strategies ◽  
Coping Strategy ◽  
Social Competency ◽  
First Year ◽  
First Year Students ◽  
Social Competencies ◽  
First Semester ◽  
Significant Difference ◽  
And Coping

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.

scholarly journals TESTING STUDENTS' KNOWLEDGE IN LABORATORY CLASSES ON THE COURSE "ZOOLOGY", SECTION "INVERTEBRATE"

2020 ◽  
Author(s):  
A.V. Ryzhaya ◽  
◽  
E.I. Glyakovskaya ◽  
Keyword(s):  
Correct Answer ◽  
Current Control ◽  
Educational Material ◽  
First Year ◽  
State University ◽  
First Year Students ◽  
Test Form ◽  
Test Control ◽  
Invertebrate Zoology

In laboratory classes on invertebrate zoology for first-year students of the Biology and Ecology Faculty of the Y. Kupala Grodno State University current control of knowledge in a test form is carried out. The number of questions in the task is 11–20, 5– 10 minutes for execution are allotted, one, two or more correct answers are selected from the proposed options. For each correct answer, a point is set; for erroneous answers, penalty points are entered. The regular use of test control increased the level of students' assimilation of educational material and optimized the current control of knowledge.

scholarly journals Coping-Strategies and Pedagogical University Students’ Mental and Psychological Stability

2020 ◽  
pp. 123-133
Author(s):  
Е.А. Волгуснова ◽  
Е.А. Шерешкова
Keyword(s):  
Gender Differences ◽  
Academic Success ◽  
Coping Strategies ◽  
Empirical Data ◽  
Female Students ◽  
First Year ◽  
Personality Questionnaire ◽  
First Year Students ◽  
Male And Female ◽  
State Pedagogical

В статье рассмотрена проблема нервно-психических перегрузок и способов совладания с ними у студентов первых курсов педагогического вуза в период их первой сессии. Актуальность ее решения связана с необходимостью повышения нервно-психической устойчивости студентов для успешного освоения ими выбранной профессии и снижения трудностей в учебно-воспитательном процессе вуза. Цель исследования заключалась в изучении корреляций копинг-стратегий и нервно-психической устойчивости у студентов-бакалавров Шадринского государственного педагогического университета с учетом полового диморфизма. В исследовании применялись стандартизированные опросники: «Решение трудных жизненных ситуаций» (Я. Боукал, модификация О. Ю. Михайловой), «Способы совладающего поведения» (R. Lazarus, S. Folkman, стандартизированный под руководством Л. И. Вассермана), многоуровневый личностный опросник «Адаптивность» (А. Г. Маклакова, С. В. Чермянина). Выдвинута гипотеза о том, что между показателями копинг-стратегий и нервно-психической устойчивостью студентов разного пола существуют прямые и обратные связи. В статье представлены обнаруженные авторами гендерные различия в копинг-стратегиях и уровнях нервно-психической устойчивости, а также прямые и обратные связи между ними. Эмпирически доказано предположение о том, что у юношей связи копинг-стратегий в нервно-психической устойчивости более вариативны, чем у девушек. Полученные в исследовании и описанные в статье эмпирические данные, сделанные на их основе выводы могут быть использованы при определении траектории психолого-педагогического сопровождения студентов-первокурсников в сессионный период при их психологической подготовке к другим стрессовым ситуациям. The article treats the issue of mental and psychological overstrain experienced by first year students of pedagogical universities during their first examination session and strategies that can be used to deal with it. The relevance of the research is accounted for by the necessity to improve students’ mental and psychological stability to ensure their academic success and to reduce challenges they face during the learning process. The aim of the research is to investigate the correlation between coping strategies and mental and psychological stability in students of Shadrin State Pedagogical University taking into consideration students’ gender differences. The research employed standardized questionnaires: “Overcoming Difficult Life Situations” (J. Boukal, O. Yu. Mikhaylova’s modification), “Coping Strategies” (R. Lazarus, S. Folkman, standardized under the supervision of L. I. Wassermann), multilevel personality questionnaire “Adaptability” (A. G. Maklakova, S. V. Chermyanina). The authors put forward a hypothesis that there is a direct and response-based correlation between the indices of coping strategies and mental and psychological stability of male and female students. The article presents some gender-related differences of coping strategies and mental and psychological stability discovered by the authors of the article and some direct and response-based correlation between them. It has been empirically proved that trying to achieve mental and psychological stability, boys employ more variable coping strategies than girls. The empirical data acquired in the research are described in the present article. The conclusion made on their basis can be used to define some trajectories of psychological and pedagogical support for first-year students during their first examination session, provided they are psychologically ready to cope with other stressful situations.

scholarly journals Features of Adaptation of Non-Resident Students to the University Learning Environment

2020 ◽  
pp. 53-58
Author(s):  
Olga Viktorovna Bodenova ◽  
Lyudmila Pavlovna Vlasova
Keyword(s):  
Well Being ◽  
First Year ◽  
Adaptation Period ◽  
Subjective Well Being ◽  
State University ◽  
Student Survey ◽  
First Year Students ◽  
Resident Students ◽  
New Type ◽  
The University

The article is devoted to the overview of one of the most current problems that arise in the process of supporting the adaptation of students. The paper reveals the content of the adaptation process, its content and procedural characteristics, describes the types and stages, and directions of diagnostics. The aim of the work is to identify the features of adaptation in first-year students, including the description of the specifics of difficulties of non-resident students’ adaption. The study was conducted at the Institute of Pedagogy and Psychology “Petrozavodsk State University” with first-year students studying in the fields of education 44.03.02 Psychological and pedagogical education, 44.03.01. Pedagogical education, 44.03.03 Special (defectologic) education. The following methods were used to test the hypothesis: «I am a student» survey, «Scale of subjective well-being» method, analysis of documents (medical records of students), quantitative and qualitative analysis. The results of the study. Analysis of the results of the study showed that non-resident students have both general and specific difficulties of adaptation due to the breakdown of previous family and friendships, lack of emotional support, difficult living conditions, a new neighborhood, a new type of settlement, etc. The obtained results are used for development and implementation of measures to support students during the adaptation period.

scholarly journals Academic and Psychosocial Adaptation and its Association with Identity Levels and Some Background Variables of An-Najah National University Students: التكيف النفسي الاجتماعي والأكاديمي وارتباطه برتب الهوية وبعض المتغيرات الخلفية لدى طلبة جامعة النجاح الوطنية في نابلس

2021 ◽  
Vol 5 (7) ◽  
Author(s):  
Ala' Ibraheem Yousef
Keyword(s):  
Psychological Adaptation ◽  
Psychosocial Adaptation ◽  
Social Adaptation ◽  
First Year ◽  
Place Of Residence ◽  
First Year Students ◽  
Economic Level ◽  
The Social ◽  
National University ◽  
Academic Adaptation

This study aims at recognizing the level of social and psychological adaptation and its connection with the students of An-Najah National University in Nablus governorate in light of the background variables. Also, it seeks to clarify the correlational relations between social, psychological and academic adaptation and identity ranks. In order to achieve the aims of the study, a sample of (280) students from An-Najah National University is chosen. The consistency and validity of the tools of the study are verified. Results have shown their validity as it follows the correlational and descriptive methods. The following are the results of the study: 1- There are positive statistical relations between psychological and social adaptation and identity ranks of stopping, closure and dispersion. However, there isn’t any statistical relation between identity achievement and social and psychological adaptation. 2- There are statistical differences in the ranks of identity of the variable of scholastic year or place of residence or economic level. Besides, there are statistical differences in the averages of identity stopping and closure due to the variable of scholastic year. 3- There are differences in the average of stopping identity in the first year and the second, third and fourth year students in favor of the first year students. The source of the differences in the average of identity closure is between the first year students and the second and third year students in favor of the first year students. 4- There are statistical differences in the averages of achieving closure identity due to place of residence that the differences in the averages of achieving identity among camp citizens in the cities and villages in favor of camps citizens due to closing their identity between the citizens of the cities and villages in favor of the dwellers of the village. 5- There are statistical differences in the averages in the ranks of identity due to the economic level. Also, there are statistical differences among the averages of the social and psychological adaptation due to the variable of the scholastic year that they are between the first year students and the second and third year students in favor of the first year students. 6- All the hypotheses of the study are refuted except for two, namely: there are statistical differences in the rank of identity due to the variables of scholastic year and place of residence. The second is that there are statistical differences in the social and psychological adaptation due to the variable of scholastic year. In light of these results, the researcher recommends offering guidance programs highlighting ranks of the identity of students for its positive and effective impact in achieving their goals and changing their course of life by achieving their psychological, social and academic adaptation.

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