EFFECTS OF STRESS COPING STRATEGIES ON PSYCHOLOGICAL AND PHYSIOLOGICAL RESPONSES DURING SPEECHES IN JAPANESE AND ENGLISH

2002 ◽  
Vol 30 (2) ◽  
pp. 203-212 ◽  
Author(s):  
Kumi Hirokawa ◽  
Akihiro Yagi ◽  
Yo Miyata
Keyword(s):  
Coping Strategies ◽  
Undergraduate Students ◽  
Active Coping ◽  
Blink Rate ◽  
Stress Coping ◽  
Female Undergraduate ◽  
High Group ◽  
Passive Coping ◽  
Japanese Male ◽  
Stress Coping Strategies

The purpose of the present study was to examine the relationships between personal levels of active and passive coping through physiological and psychological responses during stressful tasks. Participants were 78 Japanese male and female undergraduate students. They were assigned to give 3-minute speeches in Japanese and English. Their ECG and EOG were measured, and their anxiety and nervousness were assessed. Before the experiment, each participant's tendency to use active or passive coping strategies was assessed by a questionnaire. The results showed that passive coping was related to blink rate, anxiety, and nervousness. Active coping was related to nervousness. Based on the median score for passive coping, participants were classified as high (n=37) or low (n=41). The high group had a significantly increased blink rate and anxiety level compared to the low group. Passive coping strategies increased nervousness; however, active coping strategies may have had a moderating effect on nervousness.

Influence of stress and coping strategies on undergraduate students' performance

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luqman Oyekunle Oyewobi ◽  
Gbolahan Bolarin ◽  
Naomi Temitope Oladosu ◽  
Richard Ajayi Jimoh
Keyword(s):  
Academic Performance ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Academic Stress ◽  
Stress And Coping ◽  
Stress Coping ◽  
University Administration ◽  
Content Type ◽  
Stress Coping Strategies ◽  
And Coping

PurposeThis study examined the causes of academic stress amongst undergraduate students in the Department of Quantity Surveying to ascertain whether stress has an influence on their academic performance.Design/methodology/approachThis research explores the relationships between these constructs: academic stress, non-academic stress, coping strategies and academic performance, using a survey questionnaire to collect data from 190 undergraduate students in the Quantity Survey department. Descriptive statistics have been used to analyse the data and a path analytical approach has been adopted to evaluate the relationship between the constructs discussed in the paper.FindingsSignificant linear associations have been established between all the proposed paths and the outcome factor (p < 0.00). Coping strategies were an important mediator (p = 0.000), as they explained 32.9% of the association between academic stress and non-academic stress. However, the findings have shown that the stress faced by students is an optimal degree of stress that improves learning capabilities.Practical implicationsExplanation and clarification of the effects of academic and non-academic stress and coping mechanisms on the academic performance of university undergraduate students could help to reduce the risk of suicide amongst the teeming youths. It will also afford the university administration the opportunity to engender stress-free environment that is conducive for learning through the formulation of appropriate policies that promote “balanced learning” for the students. The outcome of this study may provide a launch pad for researchers who are interested in knowing how the possible causes of stress may impact on the health of university students.Originality/valueThe findings will be of great importance to the academic advisers and university administration in developing a flexible academic calendar and adopt policies that will eliminate academic stress and promote strategies to cope with non-academic stress. The study is the first attempt to examine academic stress, non-academic stress, coping strategies and academic performance in a single research in the Nigerian context due to limited literature found. This study has pedagogical implications to education practice by offering tertiary institutions the opportunity to appraise and device a means of managing students' stress by identifying their needs and increase students' coping skills based on prevailing modalities that give students' opportunities to strengthen the strategies of coping.

Improving Chinese Teachers’ Stress Coping Ability through Group Sandplay

2018 ◽  
Vol 21 ◽  
Author(s):  
Ping Sun ◽  
Yunxia Qu ◽  
Jun Wu ◽  
Jing Yu ◽  
Weike Liu ◽  
...  
Keyword(s):  
Coping Strategies ◽  
Objective Measure ◽  
Individual Performance ◽  
Control Group ◽  
Potential Contribution ◽  
Stress Coping ◽  
Chinese Teachers ◽  
Passive Coping ◽  
Post Test ◽  
Stress Coping Strategies

AbstractTeachers are burdened by high work pressure, suggesting the need for an effective stress coping system to support them. The present study evaluated the effectiveness of coping strategies currently utilized by teachers and explored the potential contribution of group sandplay to coping. The study was led by a group of experienced therapists and sandplay practitioners. Two hundred teachers served as participants, equally divided into two groups: An experimental sandplay group (EG) and control group. Both groups received a 3-hour tutorial on the psychological pressure at work, reactions to it, and physical/mental symptoms resulting from overwhelming pressure, and were introduced to the working principles and process of sandplay. EG participants then engaged in group sandplay for three consecutive days. The Simplified Coping Style Questionnaire was used as an objective measure of participants’ coping styles. Therapists’ and practitioners’ observations were used as subjective information, including the scenes and themes created by participants, individual performance during sandplay activities, and feedback regarding changes to stress coping strategies. We compared participants’ pre-and post-test stress coping strategies. The results revealed a significant improvement in the EG sample at the shift from passive coping (pre-test M = 1.94, 95% CI [1.83–2.05]; post-test M = 0.96, 95% CI [0.92–1.00]) to active coping (pre-test M = 1.76, 95% CI [1.69–1.83]; post-test M = 2.41, 95% CI [2.29–2.53]). Overall, our findings support the conclusion that group sandplay effectively improved Chinese teachers’ overall stress coping abilities.

scholarly journals A Study on Stress Level and Coping Strategies among Undergraduate Students

2018 ◽  
Vol 3 (2) ◽  
pp. 37-47 ◽  
Author(s):  
Ganesan Y. ◽  
Talwar P. ◽  
Norsiah Fauzan ◽  
Oon Y.B.
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Stress Level ◽  
Life Stress ◽  
Stress Coping ◽  
Cross Sectional ◽  
Stress Coping Strategies ◽  
The Right ◽  
And Coping

Feelings of stress are a part of university students’ life.  Stress is simply the body's response to changes that create taxing demands. There is a difference between eustress, which is a term for positive stress, and distress, which refers to negative stress. Coping mechanism plays a significant part to overcome or reduce the stress experienced by individuals. People use different types of coping strategies to overcome their stress. The purpose of the study was to study the relationship between stress and coping strategies among university students. Eighty- six university students participated in the study. A quantitative study utilizing a cross sectional non-probability sampling research design was used to gather data. The data was collected using a questionnaire with the addition of Perceived Stress Scale (PSS) and the Adolescent Coping Scale (ACS) were administered. The result of this study indicated that majority of the university students have moderate level of stress. There was a significant inverse relationship between stress level and coping strategies among undergraduates. In conclusion, some levels of stress can be good, as the right kind of stress encourages them towards change and growth. However, when students are unable to cope with stress, they can become a burden. It is recommended that students should be encouraged to take part in extra-curricular activities such as sports to reduce stress.  Keywords: Stress; coping strategies; university students

scholarly journals Occupation and correlation between perceived quality of work life, emotional intelligence and coping strategies in university graduates

2019 ◽  
Vol 67 (4) ◽  
pp. 419-427
Author(s):  
Martha Luz Páez-Cala ◽  
José Jaime Castaño-Castrillón
Keyword(s):  
Emotional Intelligence ◽  
Coping Strategies ◽  
Work Performance ◽  
Perceived Quality ◽  
Work Life ◽  
Quality Of Work Life ◽  
Stress Coping ◽  
Quality Of Work ◽  
Stress Coping Strategies

Introduction: Emotional intelligence is a decisive factor for adaptation to the work environment.Objective: To inquire into the employment location and the correlation between perceived quality of work life, emotional intelligence and stress coping strategies in graduates of a university from Manizales.Materials and methods: Analytical cross-sectional design. From a population of 1 245 graduates, 149 were asked about their working conditions using the CVP35 questionnaire on quality of work life, the TMMS-24 questionnaire on emotional intelligence, and the CRI-Y questionnaire on stress coping strategies.Results: 88.6% of the respondents work; 51.7% of them have a full-time job. In the CVP35, 53% of the participants were classified in the “quite a lot” category for the workload domain, 63.1% for the intrinsic motivation domain, 51.7% for the managerial support domain, and 4% for the perceived quality of life domain. Regarding the TMMS-24 questionnaire, 59.1% should improve their perception, 48.3% have an adequate level of comprehension, and 51% have adequate regulation. The level of emotional intelligence positively influences both the perception of quality of work life (QWL) and the type of stress coping strategies that are used.Conclusions: Emotional intelligence has a significant influence on young professionals’ perception of QWL, and thus on their work performance; therefore, their comprehensive training requires the inclusion of emotional competences in the different curricula in order to counteract the negative effects of work stress to improve their perception of QWL, so that, this way, they have a better work performance and a higher productivity when they enter the labor market.

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