scholarly journals Burnout and coping strategies among future healthcare professionals: A structural equation modelling approach

2021 ◽  
pp. 94-94
Author(s):  
Sonja Ivancevic ◽  
Milica Maricic ◽  
Tatjana Ivanovic ◽  
Vesna Tepsic-Ostojic ◽  
Sanja Stosic
Keyword(s):  
High School ◽  
High School Students ◽  
Coping Strategies ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Male Students ◽  
School Students ◽  
Coping With Stress ◽  
Equation Modelling ◽  
The Relationship

Background/Aim. To reduce the risk of burnout development of medical professionals, it is important to identify the contributing factors as early as in their schooling years. The aim of this research is to propose a model that will determine the relationship between the coping strategies medical high school and medical faculty students use, and burnout. Methods. The cross-sectional study included 164 medical high school students (80.5% female and 19.5% male students) and 344 students of the University of Belgrade - Faculty of Medicine (76.9% female and 23.1% male students). The model exploring the relationship between coping strategies (measured by Brief COPE scale) and burnout (measured by CBI-S scale) was tested using structural equation modelling (SEM) analysis. Results. When coping with stress, medical high school students use Acceptance, Venting, Behavioural Disengagement, and Planning that increase their burnout, and they do not use any strategies that would help them reduce burnout. When coping with stress, medical faculty students use Planning, Acceptance, Humour, Venting, Behavioural Disengagement, Self-Blame, and Substance Use that increase their burnout and Positive Reframing which helps them reduce burnout. Conclusion. The results of this research show an evident lack of use of adaptive coping strategies with both groups of respondents. Proper education would help them replace these dysfunctional coping strategies with more constructive ones.

Homework, Stress, and Mood Disturbance in Senior High School Students

2002 ◽  
Vol 91 (1) ◽  
pp. 193-198 ◽  
Author(s):  
Nadya M. Kouzma ◽  
Gerard A. Kennedy
Keyword(s):  
High School ◽  
High School Students ◽  
Female Students ◽  
Senior High School ◽  
Mood Disturbance ◽  
Male Students ◽  
School Students ◽  
Stress Scale ◽  
The Relationship ◽  
Senior High School Students

This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.

scholarly journals Self-esteem of high school students: A structural equation modelling analysis

2019 ◽  
Vol 14 (3) ◽  
pp. 422-435
Author(s):  
Taner Atmaca ◽  
Hamit Ozen
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Self Esteem ◽  
Academic Stress ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
School Students ◽  
Parental Pressure ◽  
Equation Modelling

The aim of this study is to investigate the effect of the parents’ success pressure, academic stress and fear of negative evaluation on high school students’ self-esteem. The relationships between self-esteem and parent’s pressure for academic success, fear of negative evaluation and academic stress on high school students were investigated employing structural equation modelling. The data were collected from 499 students studying at an Anatolian high school in Duzce province with purposeful sampling method. The characteristic of this school is a project school with successful students who get the highest score in the High School Entrance Examination. The result demonstrates that parental pressure for academic achievement on students and associated academic stress increase students’ fear of being evaluated negatively at school, which in turn affects students’ self-esteem. The fear of negative evaluation is a partial mediator between parental pressure and self-esteem, and full mediation between academic stress and self-esteem. Keywords: Parent pressure; fear of negative evaluation; academic stress; self-esteem, high school.  

scholarly journals OVERCOMING STRATEGIES AND TOLERANCE TO UNCERTAINTY OF STUDENTS OF SENIOR CLASSES

2020 ◽  
pp. 35-39
Author(s):  
Оксана Эриковна Джабарова
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Coping Strategies ◽  
Coping Strategy ◽  
Direct Relationship ◽  
Positive Relationships ◽  
School Students ◽  
And Coping ◽  
The Relationship

Представлены результаты проведенного эмпирического исследования по проблеме стратегий преодоления и толерантность к неопределенности учащихся старших классов. С помощью полученных данных в исследовании выявлена взаимосвязь стратегий преодоления и толерантность к неопределенности учащихся старших классов. Выявлены значимые положительные связи толерантности к неопределенности и стратегий преодоления - например, прямая связь с конструктивной стратегией преодоления «поиск социальной поддержки». Presents the results of empirical a study on coping strategies and tolerance for uncertainty in high school students. Using the data obtained, the study revealed the relationship between coping strategies and tolerance for uncertainty in high school students. Significant positive relationships of tolerance to uncertainty and coping strategies have been identified, for example, a direct relationship with the constructive coping strategy «search for social support».

scholarly journals The Direct and Indirect Effects of Implicit Beliefs of Intelligence on Academic Achievement in English among High School Students: Goal Orientation as a Mediator

2021 ◽  
Vol 19 (54) ◽  
pp. 247-272
Author(s):  
Mohamed Omer Ali Elhassan ◽  
Ida Hartina Ahmed Tharbe ◽  
Ahmad Shamsuri Muhamad
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
English Language ◽  
School Students ◽  
Incremental Belief ◽  
Entity Belief ◽  
The Relationship

Introduction. High academic achievement in English is a valued key for high school students in Sudan to guide them toward a better life, career, and social opportunities. At the same time, many of the Sudanese students have linguistic, cultural, and rhetorical problems in the English language, and many of them face challenges in expressing themselves in English. Thus, the core purpose of this study is to explore what may help them in this matter; this includes examining the direct effects of the entity and incremental beliefs of intelligence on academic achievement in English and testing the indirect effects through goal orientation. Method. A quantitative research method was used by applying scales of implicit beliefs of intelligence (Dweck, 2000) and goal orientation (Elliot & Church, 1997). The data were collected using a cluster sampling technique from 392 respondents, mainly high school students in Sudan. A structural equation model (SEM-AMOS) of relations among constructs was employed to examine the relationships among the construct variables. Results. The findings of the structural equation modelling indicated that there was no direct effect of entity belief of intelligence and that there was a direct effect of incremental belief of intelligence on academic achievement in English. Regarding the mediation role of the goal orientation in the relationship between entity belief of intelligence and academic achievement in English, there was no mediation role play. Nevertheless, the goal orientation partially mediated the relationship between the incremental belief of intelligence and academic achievement in English among Sudanese high school students. Discussion and Conclusion. Academic achievement in English is influenced by students' motivations, beliefs of intelligence, and goal orientations. Accordingly, the English language of Sudanese high school students requires more attention and consideration for the incremental belief of intelligence, goal orientation, and other significant variables in order to support those students in Sudanese high schools to overcome their weaknesses in English and improve themselves so that they can achieve high scores academically in English.

An analysis of achievement goal orientations and chemistry motivations of students within the structural equation modelling and an evaluation of the influencing factors

2019 ◽  
Vol 6 (2) ◽  
pp. 01-08
Author(s):  
Fatma Alkan ◽  
Aysem Seda Yucel
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Achievement Goal Orientations ◽  
School Students ◽  
Equation Modelling

The aim of this study based on this view is to investigate the relationship between the achievement-goal orientations of students during learning and their motivation levels towards learning chemistry. The study was designed in the relational survey model. The sample of the research consists of 688 high school students. In the research, the scale of achievement goal orientations and chemistry motivation questionnaire have been used as data collection tools. According to the structural equation modelling results, the fit indexes of the model are at the levels of good fit and acceptable fit. There is a positive and substantive link between achievement goal orientation and chemistry motivation. According to Manova results of the research, it has been determined that sex has a substantive impact on the performance-approach and performance-avoidance sub-dimensions of the achievement goal orientations scale and the internal motivation-personal convenience, external motivation, self-determination-self-sufficiency and anxiety of evaluation sub-dimensions of the chemistry motivation questionnaire. Keywords: Achievement goal orientation, chemistry motivation, structural equation modelling, multivariate analysis of variance.

scholarly journals Investigation of the relationship between high school students’ academic procrastination behaviors and their use of social mediaLise öğrencilerinin akademik erteleme davranışları ve sosyal medya kullanımları arasındaki ilişkilerin incelenmesi

2017 ◽  
Vol 14 (1) ◽  
pp. 772 ◽  
Author(s):  
Ercan Gürültü ◽  
Levent Deniz
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Personal Information ◽  
Male Students ◽  
School Type ◽  
Academic Procrastination ◽  
School Students ◽  
Use Of Social Media ◽  
The Relationship

The main aim of this study is to investigate the relationship between high school students’ academic procrastination and their use of social media. The sample of this study consisted of 473 students From 6 different schools of Eyüp district in İstanbul in 2014-2015 academic year. To indentify students’ academic procrastination behaviors, ‘Academic Procrastination Scale’, developed by Çakıcı (2003), was applied. A twelve item questionnare, which was developed by researchers, was used in order to determine students ‘personal information and their use of social media. The results show that high school students’ academic procrastination behavior levels are upper medium and they use social media very often. Male students show more academic procrastination behaviors in terms of gender and Anatolian high school students present more academic procrastination behaviors in terms of school type. It is also concluded that high school students academic procrastination and use of socail media differs in terms of clasroom level, the use of socail media, frequency of occurrence, avarage time for daily use etc. In conclusion, high school students who use social media for a longer time and more often show higher level of academic procrastination behaviors. ÖzetBu araştırmanın genel amacı lise öğrencilerinin akademik erteleme davranışları ve sosyal medya kullanımları arasındaki ilişkilerin incelenmesidir.Araştırmanın örneklemini 2014-2015 eğitim-öğretim yılında İstanbul ili Eyüp ilçesindeki 6 farklı okulda öğrenim gören 473 öğrenci oluşturmuştur. Öğrencilerin akademik erteleme davranışlarını belirlemek için Çakıcı (2003) tarafından geliştirilen “Akademik Erteleme Ölçeği” kullanılmıştır. Öğrencilerin demografik bilgilerini ve sosyal medya kullanım durumlarını saptamak için ise araştırmacılar tarafından düzenlenen 12 sorudan oluşan bir anket kullanılmıştır. Araştırmada genel olarak lise öğrencilerinin akademik erteleme davranışı seviyelerinin orta seviyenin üzerinde olduğu ve sosyal medyayı yoğun olarak kullandığı verilerine ulaşılmıştır. Cinsiyet açısından yapılan karşılaştırmalarda erkek öğrencilerin, okul türü açısından yapılan karşılaştırmalarda ise Anadolu Lisesi’nde okuyan öğrencilerin daha fazla akademik erteleme davranışı gösterdiği bulgularına ulaşılmıştır. Ayrıca lise öğrencilerinin akademik erteleme davranışları ve sosyal medya kullanımlarının sınıf seviyesi, sosyal medya kullanım yılı, kullanım sıklığı, günlük ortalama kullanım süresi gibi değişkenler açısından farklılaştığı belirlenmiştir. Sonuçlar genel olarak, sosyal medyayı daha uzun süredir ve daha sık kullanan öğrencilerin akademik erteleme davranışlarının daha yüksek olduğunu göstermektedir. 

Self-Concealment Mediates the Relationship Between Perfectionism and Attitudes Toward Seeking Psychological Help Among Adolescents

2017 ◽  
Vol 120 (6) ◽  
pp. 1019-1036 ◽  
Author(s):  
Abbas Abdollahi ◽  
Simin Hosseinian ◽  
Ahmad Beh-Pajooh ◽  
Per Carlbring
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Mental Health Problems ◽  
Psychological Help ◽  
School Students ◽  
Negative Attitudes ◽  
Socially Prescribed Perfectionism ◽  
Seeking Psychological Help ◽  
The Relationship

One of the biggest barriers in treating adolescents with mental health problems is their refusing to seek psychological help. This study was designed to examine the relationships between two forms of perfectionism, self-concealment and attitudes toward seeking psychological help and to test the mediating role of self-concealment in the relationship between perfectionism and attitudes toward seeking psychological help among Malaysian high school students. The participants were 475 Malaysian high school students from four high schools in Kuala Lumpur, Malaysia. Structural equation modelling results indicated that high school students with high levels of socially prescribed perfectionism, high levels of self-concealment, and low levels of self-oriented perfectionism reported negative attitudes toward seeking psychological help. Bootstrapping analysis showed that self-concealment emerged as a significant, full mediator in the link between socially prescribed perfectionism and attitudes toward seeking psychological help. Moderated mediation analysis also examined whether the results generalized across men and women. The results revealed that male students with socially prescribed perfectionism are more likely to engage in self-concealment, which in turn, leads to negative attitudes toward seeking psychological help more than their female counterparts. The results suggested that students high in socially prescribed perfectionism were more likely to engage in self-concealment and be less inclined to seek psychological help.

scholarly journals PROCRASTINATION AND WORKING STYLES IN HIGH SCHOOL STUDENTS: DOES GENDER MODERATE THIS RELATIONSHIP?

2021 ◽  
Vol 14 (1) ◽  
pp. 94-114
Author(s):  
Zorica Markovic ◽  
Biljana Blazhevska Stoilkovska ◽  
Jasmina Nedeljkovic
Keyword(s):  
High School ◽  
High School Students ◽  
Time Pressure ◽  
Univariate Analysis ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Moderator Variable ◽  
High Propensity ◽  
The Relationship

In this study were examined procrastination and working styles among 142 male and female high school students in Serbia.  Specifically, the aim was to investigate the relationship between the tendency to procrastinate and working styles when gender was introduced as a moderator variable.  Irrational Procrastination Questionnaire was used to assess procrastination, whereas working styles were measured by the Working styles Questionnaire. Conducted two-factorial MANOVA revealed that the relationship between procrastination behavior and a composite of work hard, hurry up, be strong, be perfect, and please others working styles was moderated by gender (i.e. procrastination x gender interaction was statistically significant). In addition, univariate analysis (two-way ANOVA) revealed that only the relationship between procrastination and working style hurry up was moderated by gender. Simple effects analysis indicated that this working style was almost equally expressed between male students with a low and high propensity to procrastinate their obligations, while female students with a highly expressed tendency to procrastination showed evidently stronger preference to work under the time pressure and to delay work until it becomes urgent in comparison to female students who tend to procrastinate less.

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