Effects of Coping Styles on College Persistence Decisions among Latino Students in Two Year Colleges

2003 ◽  
Vol 5 (1) ◽  
pp. 11-22 ◽  
Author(s):  
G. Evelyn Lesure-Lester
Keyword(s):  
Latino Students ◽  
Coping Styles ◽  
College Persistence ◽  
Dropout Rate ◽  
College Retention ◽  
Management Styles ◽  
Two Year Colleges ◽  
Dispositional Coping ◽  
College Dropout ◽  
Different Types

Despite a high college dropout rate for Latino students, much remains unknown about college persistence decisions of these students. The present study examined the influence of stress management styles on college persistence decisions of Latino students. The Persistence/Voluntary Dropout Decisions Scale and the Cope Inventory were administered to 111 students enrolled in two-year colleges. Results of this study identified different types of persistence decisions for Latino students and showed how they were positively versus negatively associated with specific dispositional coping styles. Ways to enhance the college retention of Latino students were discussed.

scholarly journals Izvori stresa kod odgojiteljica predškolske djece i njihove osobine ličnosti

Sigurnost ◽  
2016 ◽  
Vol 58 (4) ◽  
pp. 291-310
Author(s):  
Joško Sindik ◽  
Žana Pavlović
Keyword(s):  
Interpersonal Relationships ◽  
Work Experience ◽  
Self Efficacy ◽  
Emotional Competence ◽  
Coping Styles ◽  
Measurement Instruments ◽  
Coping With Stress ◽  
Dispositional Coping ◽  
Experience Of Stress ◽  
Children’S Behaviour

SUMMARY: The interaction of the personalities of teachers (including her/his disposition coping skills) and social, physical and technical environment contributes to the experience of stress at work, as well as the daily operation of teachers and the quality of their relationship with children. The aim of this study was to examine the possibility of forecasting the general perceived stress and sources of stress based on criteria describing teachers' personality traits (optimism/pessimism, emotional competence, self-efficacy), seniority and variables of dispositional and situational style of coping with stress. The study included 336 preschool teachers in Split-Dalmatia County. Multiple measurement instruments were used: scale for the assessment of stressfulness, optimism-pessimism scale, general self-efficacy scale, social desirability scale, emotional competence questionnaire EUK-15, questionnaire on coping styles in stressful situations, and questionnaire on coping with stressful situations. Results show that the statistically significant predictors for two criteria, general experience of stress and interpersonal relationships as sources of stress, are work experience and dispositional coping with stress, focused on emotions. Statistically significant predictors for the criteria covering relationships with parents, children's behaviour and working conditions as sources of stress are self-efficacy and dispositional coping focused on emotions. These findings could help design and improve programs that aim to prevent stress, but also promote adoption of effective strategies for situational coping with stress, along with developing the skills of social interaction.

scholarly journals Heterogeneity in the Returns to Credits for Public Two-Year College Entrants

2021 ◽  
Author(s):  
Lauren Schudde ◽  
Meghan Shea
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Fixed Effects ◽  
Degree Attainment ◽  
Two Year Colleges ◽  
College Credits ◽  
Two Year College ◽  
Fixed Effects Models ◽  
Growing Body ◽  
Different Types

AbstractPublic two-year colleges offer an entry point to postsecondary education for many Americans who might otherwise forgo college. Most students leave college without a credential. A growing body of research examines the returns to higher education among two-year college entrants but primarily focuses on returns to credentials. This study examines the returns to different types of credits, including academic, technical, and developmental credits. In a series of individual fixed effects models, we use state administrative data following a population of public two-year college entrants to understand which college credits yield the greatest returns and how returns to credits vary across degree attainment. Our findings illustrate that average estimates of the returns to credits obscure varied patterns of returns among two-year college students, where sub-baccalaureate credential recipients appear to experience different returns to academic and technical credits compared with their peers.

scholarly journals Dispositional Coping Styles and Childhood Abuse History Among Japanese Undergraduate Students

2008 ◽  
Vol 1 (1) ◽  
pp. 76-80 ◽  
Author(s):  
Noriko Shikai ◽  
Masayo Uji ◽  
Masahiro Shono ◽  
Toshiaki Nagata ◽  
Toshinori Kitamura
Keyword(s):  
Childhood Abuse ◽  
Undergraduate Students ◽  
Coping Styles ◽  
Abuse History ◽  
Dispositional Coping

Directional Equity Strategies of Hedge Funds

2017 ◽  
Author(s):  
Oreste Auleta ◽  
Filippo Stefanini
Keyword(s):  
Hedge Funds ◽  
Hedge Fund ◽  
Equity Market ◽  
Portfolio Diversification ◽  
Yield Enhancement ◽  
Management Styles ◽  
Strategy Analysis ◽  
Different Types ◽  
Equity Funds ◽  
Money Managers

This chapter discusses three directional hedge fund strategies: long/short equity, short only, and equity market neutral. These strategies rely on different types of positions that are enumerated and explained using trade examples. A key feature of funds implementing directional strategies is the market exposure best described by gross exposure and beta-adjusted net exposure. In long/short equity funds, money managers often use yield enhancement strategies based on option overlays. A review of different management styles explicates the heterogeneity of hedge funds and liquid alternatives that implement the long/short equity strategy. Analysis of portfolio diversification highlights why equity market-neutral funds have more holdings than long/short equity funds. For equity market-neutral funds, the chapter highlights a link between the fund’s correlation with the market and its beta: low beta does not imply that it has a low correlation with the market. The chapter provides a theoretical discussion with some real fund examples.

A Review of the Relationship Between Dispositional Coping Styles and Situational Coping Strategies

2018 ◽  
Vol 24 (6) ◽  
pp. 4202-4205
Author(s):  
Mahtab Ghadimi ◽  
Adibah Binti Abdul Latif ◽  
Mohd Tajudin Ninggal ◽  
Nor Fadila Mohd Amin
Keyword(s):  
Coping Strategies ◽  
Coping Styles ◽  
Dispositional Coping ◽  
Situational Coping ◽  
The Relationship

The Impact of Ethnic Consciousness and Neighborhood Characteristics on College Retention Amongst Latino Students

2002 ◽  
Vol 24 (3) ◽  
pp. 24-28 ◽  
Author(s):  
William Vélez
Keyword(s):  
Asian Americans ◽  
Latino Students ◽  
College Retention ◽  
Department Of Education ◽  
White Americans ◽  
Neighborhood Characteristics ◽  
Attrition Rates ◽  
Fall Semester ◽  
Ethnic Consciousness ◽  
The Impact

In the last thirty years the number of Latinos attending college has increased dramatically. According to the U. S. Department of Education (2001) approximately nine (8.6) percent (i.e., 1,200,100) of all students enrolled in our nation's colleges and universities during the 1997 fall semester were of Hispanic/Latino heritage. Although this number reflects a slight increase over previous years, persistence to graduation among Latino students however, remains a significant problem, as Latinos continue to still experience higher attrition rates than white Americans. Approximately twenty percent of Latinos are reported to complete their college studies within six years, compared to more than 40 percent of whites and Asian Americans (Porter 1990).

Navigating ambiguity: Early childhood leaders’ sense-making of their identity in a new mid-level role

2018 ◽  
Vol 48 (3) ◽  
pp. 514-531
Author(s):  
Smadar Moshel ◽  
Izhak Berkovich
Keyword(s):  
Early Childhood ◽  
Coping Styles ◽  
Early Childhood Teachers ◽  
Systemic Reform ◽  
Sense Making ◽  
Structured Interviews ◽  
Managerial Role ◽  
Initial Stage ◽  
Different Types ◽  
Power Base

Mid-level roles in education have been widely explored, primarily in schools, but little research has been conducted during the systemic reform that involves creating a mid-level role between end units and the system. The present study explores the sense-making of early childhood leaders (ECLs) at the initial stage of their new role as mid-level managers. The new role was established as a result of a national administrative reform that, among others, made the systemic hierarchy more vertical by establishing a new mid-level layer between superintendents and early childhood teachers. This qualitative research included semi-structured interviews with 47 mid-level preschool managers. The study sought to uncover their views of the main challenges associated with assuming a new mid-level managerial role, and their coping styles in this role. The analysis revealed that the new mid-level management role raises three challenges concerning the ambiguity of identity: power base, voice, and interpersonal loyalty. ECLs cope with these challenges by assuming different types of leader identities, those of the representative, the companion, and the mediator. The implications of the findings for the limited knowledge on ECLs and for the introduction of the new mid-level roles are discussed.

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