An Analysis of the Stress Sources and Coping Styles of the Students Majoring in Pre-school Education in Higher Vocational Colleges

2021 ◽  
Vol 7 (5) ◽  
pp. 4375-4383
Author(s):  
Dongliang Liang ◽  
Xionglin Lai
Keyword(s):  
Coping Styles ◽  
School Education ◽  
Research Subjects ◽  
Education Students ◽  
Pressure Source ◽  
School Students ◽  
Work Control ◽  
Higher Vocational College ◽  
And Coping

Objectives: Internship is an effective transition for students to enter society and work posts. Through internship, students can be helped to understand their own shortcomings, recognize the forthcoming workplace environment, and make timely preparations. Methods: To strengthen the follow-up inspection and supervision of the internship process, and increase the investment in the internship funds, effectively improve the level of internship guidance. Results: Through a questionnaire survey of pre-school education students in a higher vocational college, the problems of pre-school education students in the process of practice are sorted out and analyzed. The research shows that the pre-school students in vocational education are the research subjects and explore the source of stress in practice. Conclusion: The research shows that the stressors and internship pressure of pre-school teachers are controlled by the work control experience; the interaction pressure source and work control experience have significant interactions in the practice pressure. Students should be prepared for the internship, actively reserve the theoretical knowledge needed, and develop a clear career plan. Successfully completed the internship teaching session.

Psychological Adjustment and Coping Styles of Urban African American High School Students

1998 ◽  
Vol 26 (2) ◽  
pp. 70-82 ◽  
Author(s):  
Robbie J. Steward ◽  
Han Ik Jo ◽  
Darrick Murray ◽  
William Fitzgerald ◽  
Douglas Neil ◽  
...  
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Psychological Adjustment ◽  
Coping Styles ◽  
School Students ◽  
And Coping

scholarly journals Analysis of Students Understanding of Chemical Bonds Concept Using Three Tier Multiple Choice

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Mellyzar Mellyzar
Keyword(s):  
Conceptual Understanding ◽  
Chemistry Education ◽  
Multiple Choice ◽  
Chemical Bonds ◽  
Research Subjects ◽  
Education Students ◽  
Bonding Material ◽  
Appropriate Treatment ◽  
Level Of Understanding

Diagnostic tests are needed to determine student weaknesses and can be used as a basis for follow-up with appropriate treatment. One type of diagnostic test is a three tier multiple choice. This study aims to analyze the level of students' understanding of chemical bonding material. The method used is descriptive with the research subjects of chemistry education students totaling 93 people. Data collection with 14 test questions three tier multiple choice and analysis of students' level of understanding using the technique Certainty of Responses Index (CRI). The results showed very low understanding of the chemical bond concept namely 29.50% and 62.77% misconception high category. The use of three tier multiple choice with the CRI technique is able to classify students' conceptual understanding.

Anger Expression and Coping Styles Used by Secondary School Students

2012 ◽  
Vol 4 (2) ◽  
pp. 197-210
Author(s):  
Nor Shafrin Ahmad ◽  
Nor Hashimah Hashim ◽  
Hairul Nizam Ismail
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Coping Styles ◽  
Anger Expression ◽  
School Students ◽  
And Coping

Cyberbullying in Australian Primary Schools: How Victims Differ in Attachment, Locus of Control, Self-Esteem, and Coping Styles Compared to Non-Victims

2016 ◽  
Vol 27 (1) ◽  
pp. 85-104 ◽  
Author(s):  
Rachel D. Muller ◽  
Jason L. Skues ◽  
Lisa Z. Wise
Keyword(s):  
Locus Of Control ◽  
Primary School ◽  
School Psychologists ◽  
Primary Schools ◽  
Coping Styles ◽  
Self Esteem ◽  
Coping Resources ◽  
Primary School Children ◽  
School Students ◽  
And Coping

This study explored cyberbullying, coping resources and coping styles in a sample of 107 10- to 12-year-old Australian primary school students. Approximately 13% of participants reported experiencing single episodes of cyberbullying victimisation, while almost half of the participants (48.6%) reported being repeatedly cyberbullied. Technological responses employed by cyberbullying victims included blocking, deleting, and changing passwords. Those who reported a single episode of cyberbullying had higher levels of self-esteem compared to the never cyberbullied or repeatedly cyberbullied groups, but there were no significant differences in attachment, locus of control, and coping styles. These findings have important implications for teachers, parents, school psychologists, and researchers in terms of defining and operationalising cyberbullying, and developing cyberbullying interventions for primary school children.

The role of psychological factors in bipolar disorder: prospective relationships between cognitive style, coping style and symptom expression

2013 ◽  
Vol 26 (2) ◽  
pp. 81-95 ◽  
Author(s):  
Kathryn Fletcher ◽  
Gordon Parker ◽  
Vijaya Manicavasagar
Keyword(s):  
Bipolar Disorder ◽  
Cognitive Style ◽  
Psychological Factors ◽  
Coping Style ◽  
Coping Styles ◽  
Symptom Expression ◽  
Mood Symptoms ◽  
Bipolar Ii ◽  
And Coping

ObjectivePsychological factors contribute to bipolar disorder illness course, representing targets for psychological intervention. Research to date has focused on bipolar I disorder, extrapolating results to bipolar II disorder. The current study addresses this discrepancy by exploring cognitive and coping styles in patients diagnosed with bipolar I or II disorder.MethodsParticipants were recruited from the Sydney-based Black Dog Institute. Diagnoses were derived via the MINI International Neuropsychiatric Interview. Baseline cognitive and coping style measures were completed, and mood symptoms assessed over a 6-month period. Clinician-rated mood status was assessed at follow-up to determine the predictive utility of cognitive and coping styles.ResultsThe follow-up sample comprised 151 participants. Differential relationships between cognitive style, coping styles and mood symptoms emerged across the bipolar sub-types. Some key differences were that a broader set of negative cognitive styles were associated with bipolar II depression symptoms; while few relationships were observed between coping styles and bipolar II symptoms.ConclusionDifferences in cognitive and coping style relationships with symptom expression across bipolar I and II disorder may provide clinicians with fruitful guides for directing treatment interventions when relevant maladaptive styles are observed. Further exploration of differences in cognitive and coping styles in bipolar I and II disorder is warranted.

Predictive power and construct validity of the Level of Expressed Emotion (LEE) scale

1997 ◽  
Vol 170 (6) ◽  
pp. 520-525 ◽  
Author(s):  
Coby Gerlsma ◽  
William W. Hale
Keyword(s):  
Construct Validity ◽  
Predictive Power ◽  
Expressed Emotion ◽  
Depressive Symptomatology ◽  
Coping Styles ◽  
Interpersonal Processes ◽  
Clinically Depressed ◽  
And Coping ◽  
General Community

BackgroundThe Level of Expressed Emotion scale (LEE) is a questionnaire designed to measure the perception of expressed emotion, an important predictor of the course of several psychiatric disorders.MethodIn this study, the scales predictive and construct validity were examined in a sample of 26 clinically depressed out-patients and their partners, and in a sample of 40 couples from the general communityResultsIn the sample of depressed out-patients, the LEE was predictive of depression improvement at six-month follow-up. With regard to the construct validity, results in both samples showed quite strong relationships between the LEE and depressive symptomatology, relational dissatisfaction, and coping styles.ConclusionsThe LEE may be a useful tool in the study of interpersonal processes and depression, both in clinical and research settings.

scholarly journals Creativity Skill Proses in Project Based Learning: A Case Study of Distance Learning in Pacitan

2020 ◽  
Vol 1 (2) ◽  
pp. 152-158
Author(s):  
V. Ardhyantama ◽  
S. Widodo
Keyword(s):  
Elementary School ◽  
Distance Learning ◽  
Skills Training ◽  
Project Based Learning ◽  
Research Subjects ◽  
Education Students ◽  
School Students ◽  
Project Proposal ◽  
Learning Stage ◽  
Elementary School Education

Learning creativity skill is important for students. Distance learning during the Covid-19 period is the best option for study. However, students' needs among cognitive, affective, psychomotor and various skills need to be well accommodated. This study aims to describe the process of creativity in project-based learning in distance learning. The research subjects were 10 elementary school education students grade 2nd. The learning project was carried out at home with online guidance and discussion due to the conditions of Covid-19 which made it impossible to gather. The learning project that is designed is to create a learning media for beginning reading for elementary school students. Wallas' creative process includes 5 stages: preparation, incubation, intimacy, illumination and verification. Distance learning projects are carried out in 7 stages, namely: (1) formulating learning outcomes, (2) understanding concepts, (3) skills training, (4) designing the project, (5) making the project proposal, (6) executing projects and (7) project report. The results showed that in distance project learning can still be done to train creativity with paying more in accessibility of communication and following the learning stage

scholarly journals A study comparing depression, anxiety, and coping styles between high school students attending and not attending coaching class for medical entrance examination

2021 ◽  
Vol 10 (1) ◽  
pp. 283
Author(s):  
Jitendra Rohilla ◽  
KrishanKumar Sharma ◽  
ParthSingh Meena ◽  
CharanSingh Jhilowa ◽  
Shubham Jhanwar ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Coping Styles ◽  
Entrance Examination ◽  
School Students ◽  
And Coping
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