scholarly journals Children's Functioning in Difficult Situations in the Contemporary World

2021 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Małgorzata Cywińska ◽  
Adam Mickiewic
Keyword(s):  
Coping Strategies ◽  
Family Environment ◽  
Cognitive Skills ◽  
Developmental Process ◽  
Self Regulation ◽  
Psychological Resilience ◽  
Coping With Stress ◽  
Research Activities ◽  
Early School ◽  
Difficult Situations

Stress is an integral part of our lives. It also applies to our childhood. That is why it is so important to know how children cope with stress (how they learn coping strategies) and to equip them with the competences to cope constructively with stressful situations throughout life. This article describes strategies for coping with stress that are characteristic for children at the end of early school education. They have been identified in the course of my own research aimed at characterizing child stress and relate to a fragment of research activities aimed at 8- and 9-year-old children. The research established that in some children the developmental process of coping with stress has started: children look for, investigate, and think how to cope with difficulties. In this struggle, however, they focus on people who could be a source of support for them in coping with stressful situations. Among children's stress coping strategies, an important role is also played by emotionally focused strategies, which are aimed at reducing negative emotions and arousing positive emotions. Contemporary times show how important it is to develop, from the earliest period of an individual's life, competences in dealing with difficult situations, with stressful situations. Development of emotional intelligence, including emotional self-awareness, self-regulation, empathy, creative problem solving, the ability to establish and maintain relationships, including friendship relationships, the development of specific cognitive skills (divergent thinking, cognitive decentration), as well as psychological resilience are the basis of constructive coping with these situations. The family environment, a stable, harmoniously functioning home, as well as educational influence of preschool and early school environment play an enormous role in shaping these competences in children.

scholarly journals Stress Coping Strategies for 8- and 9-year-old Children

2020 ◽  
pp. 7-15
Author(s):  
Małgorzata Cywińska
Keyword(s):  
Coping Strategies ◽  
Positive Emotions ◽  
Developmental Process ◽  
Stress Coping ◽  
Coping With Stress ◽  
Know How ◽  
Research Activities ◽  
Early School ◽  
Emotionally Focused ◽  
Stress Coping Strategies

Stress is an integral part of our lives. It also applies to our childhood. That is why it is so important to know how children cope with stress (how they learn coping strategies) and to equip them with the skill set to cope constructively with stressful situations throughout life. This article describes strategies for coping with stress that are characteristic for children at the end of early school education. They have been identified in the course of my own research aimed at characterizing child stress and relate to a fragment of research activities aimed at 8- and 9-year-old children. The research established that in some children the developmental process of coping with stress has started: children look for, investigate, and think how to cope with difficulties. In this struggle, however, they focus on people ho could be a source of support for them in coping with stressful situations. Among children’s stress coping strategies, an important role is also played by emotionally focused strategies, which are aimed at reducing negative emotions and arousing positive emotions.

scholarly journals Styles of coping with stress presented by female and male students of Physical Education during the pandemic

2020 ◽  
Vol 9 (4) ◽  
pp. 85-90
Author(s):  
Aleksandra Samełko ◽  
Szczypińska M ◽  
Guszkowska M
Keyword(s):  
Physical Education ◽  
Coping Strategies ◽  
Male Students ◽  
Coping With Stress ◽  
Difficult Situation ◽  
Common Strategy ◽  
Negative Coping ◽  
Difficult Situations

The aim of the study was to determine the intensity of coping strategies used by students of Physical Education during a pandemic. Women and men were compared in terms of strategies considered positive and negative. The study used the psychological tool: Inventory for the Measurement of Coping with Stress. The participants were students of Physical Education (aged 25.69 ± 5.908); 26 women, 28 men. Results: the examined women show a higher intensity of both positive and negative coping strategies. The most common strategy among students is positive re-evaluation. Conclusions: The surveyed students experiencing difficult situations choose rather positive than negative strategies of coping with the problem. Women showing a higher level of coping strategies may be more aware of a difficult situation or experience a pandemic more intensely in relation to men.

scholarly journals Relationships between test anxiety, self-regulation and strategies for coping with stress, in professional examination candidates

2021 ◽  
Vol 37 (2) ◽  
pp. 276-286
Author(s):  
Jorge Amate Romera ◽  
Jesús De la Fuente
Keyword(s):  
Coping Strategies ◽  
Test Anxiety ◽  
Negative Impact ◽  
School Teacher ◽  
Self Regulation ◽  
Negative Relationship ◽  
Coping With Stress ◽  
Structural Prediction ◽  
Ex Post ◽  
Ex Post Facto

El objetivo de la investigación fue establecer relaciones de asociación, interdependencia y predicción estructural entre las variables ansiedad evaluativa, authorregulación y estrategias de afrontamiento del estrés. El marco teórico de referencia fue el modelo de la competencia de Studying, Learning, and Performing under Stress (SLPS). Participaron 142 estudiantes, que se estaban preparando en academias de Almería (España) para obtener plaza como maestros en centros públicos. Para la recogida de datos se administraron cuestionarios escritos previamente validados. El diseño fue ex post-facto lineal, con análisis de asociación bivariada, inferenciales (ANOVAs y MANOVAs) y de predicción estructural. Los resultados mostraron una relación negativa entre la ansiedad evaluativa y la autorregulación, especialmente en los estudiantes con alta emocionalidad, con un impacto negativo para la toma de decisiones. También se encontraron relaciones positivas entre la ansiedad evaluativa y las estrategias de afrontamiento del estrés. Por último, se constató la relación de predicción positiva entre la autorregulación y las estrategias de afrontamiento, a la vez que los análisis asociativos e inferenciales destacaron el papel de las metas como determinantes de las estrategias usadas para afrontar el estrés, especialmente, las referidas a la focalización en la resolución de problemas. Se discuten los resultados y se establecen implicaciones para las mejoras de estos procesos en los estudiantes opositores. The research objective was to establish relationships of association, interdependence and structural prediction between the variables of test anxiety, self-regulation and stress coping strategies. The theoretical framework of reference was the Studying, Learning and Performing under Stress (SLPS) Competency Model. Participating were 142 students who were preparing for professional examinations to attain a post as public school teacher (primary education), enrolled at academies in Almería (Spain) for this purpose. Previously validated questionnaires were administered for data collection. The study design was linear ex post-facto, with bivariate, inferential analyses of association (ANOVAs and MANOVAs) and of structural prediction. Results showed a negative relationship between test anxiety self-regulation, especially in students with high emotionality, and a negative impact on decision making. Positive relationships were found between test anxiety and strategies for coping with stress. Finally, a positive predictive relationship was verified between self-regulation and coping strategies, while associative and inferential analyses highlighted the role of goals as determining factors in strategies used for coping with stress, especially strategies that focus on problem solving. Results are discussed and implications for improving these processes in professional examination candidates are established.

scholarly journals ANALYSIS OF COGNITION STRUCTURE OF STUDENT’S HAVING EMOTIONAL, BEHAVIORAL AND LEARNING DIFFICULTIES: ASPECT OF INTERNATIONAL EXPERIENCE

2019 ◽  
Vol 1 (9) ◽  
pp. 158
Author(s):  
Liuda Radzevičienė ◽  
Lina Miliūnienė ◽  
Aistė Batūraitė ◽  
Evert-Jan Hoogerwerf ◽  
Adam Charvatis ◽  
...  
Keyword(s):  
Coping Strategies ◽  
Family Environment ◽  
International Research ◽  
School Attendance ◽  
Learning Difficulties ◽  
International Experience ◽  
Situation Analysis ◽  
Self Evaluation ◽  
Early School ◽  
Weak Points

Article present international research on cognition, situation analysis of pupil who has emotional, behavioral and learning difficulties, that leads to early school drops. The main features of pupils who are not motivated in school attendance are problems in family environment and behavioral manifestations that lead to social conflicts. Method of deep-interview was applied during multifold individual meetings with pupil. Twenty-one student from four EU countries at the age from 13 to 20 years took part in the research.  It was set that student’s difficulties and strengths at school, de-motivational and motivational aspects, weak points, problems of positive self-evaluation, coping strategies, helping thoughts, advice and wishes about future are the main inner psychological problems that reflects in student’s environmental acting.

scholarly journals Tolerance of uncertainty and ambiguity of the situation and anxiety as a state and as a feature

2020 ◽  
Vol 11 (2) ◽  
pp. 224-236
Author(s):  
Sylwia Bokuniewicz
Keyword(s):  
Coping Strategies ◽  
Support Systems ◽  
The Other ◽  
Instrumental Support ◽  
Ambiguity Tolerance ◽  
Mental Functioning ◽  
Coping With Stress ◽  
Explanatory Variables ◽  
Tolerance Of Uncertainty ◽  
Difficult Situations

Aim. The aim of the undertaken research is to explain to what extent the tolerance of uncertainty and ambiguity of the situation is associated with anxiety as a state and with anxiety as a trait. Methods. The survey was conducted in electronic form with the aid of a form created on the Profitest.pl platform. The Uncertainty Tolerance Scale (own translation), COPE, STAI and Ambiguity tolerance scale were used. The examined variables were: coping with stress, feeling of anxiety as a state and anxiety as a trait (explained variables); uncertainty tolerance and ambiguity tolerance (explanatory variables). Results and conclusion. The research shows that people who feel anxious in uncertainty situations can absorb it and start using it as a trait. It was also noted that the greater the tolerance of uncertainty they have to reply to, the worse they cope in critical ambiguity situations. It has also been found that in order to overcome discomfort in difficult situations, people use equal coping strategies. Greater ambiguity tolerance allows participants to experience less stress. On the other hand, the lower the tolerance, the more often they reach for emotional and instrumental support and focus on emotions. Originality. Understanding the mediating processes related to the studied phenomenon may be of fundamental importance in the development of support systems promoting the improvement of mental functioning of people who have problems with quick adaptation to changes and in the creation of appropriate prevention programs aimed at helping these people.

scholarly journals Preference for Religious Coping Strategies and Passive versus Active Coping Styles among Seniors Exhibiting Aggressive Behaviors

Religions ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 553
Author(s):  
Iwona Niewiadomska ◽  
Leon Szot
Keyword(s):  
Aggressive Behavior ◽  
Coping Strategies ◽  
Religious Coping ◽  
Coping Styles ◽  
The Elderly ◽  
Indirect Aggression ◽  
Displaced Aggression ◽  
Instrumental Aggression ◽  
The Relationship ◽  
Difficult Situations

This article is theoretical and empirical. The theoretical part presents issues related to experiencing stress (including ways of coping with experienced problems) and the relationships between preference for various coping strategies and human behavior. The empirical part presents the results of research on the relationship between the frequency of seniors (n = 329) using 13 different ways to deal with experienced difficulties (including the strategy of turning to religion/religious coping) and 11 categories of aggressive behavior (retaliation tendencies, self-destructive tendencies, aggression control disorders, displaced aggression, unconscious aggressive tendencies, indirect aggression, instrumental aggression, self-hostility, physical aggression towards the environment, hostility towards the environment, and reactive aggression). The last part is devoted to a discussion on the obtained research results and the practical implications of using the strategy of turning to religion/religious coping in difficult situations as a factor protecting the elderly from aggressive behavior.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

Relationships Between Cognitive and Driving Self-Awareness in Older Drivers

2020 ◽  
Author(s):  
Laurence Paire-Ficout ◽  
Sylviane Lafont ◽  
Marion Hay ◽  
Amandine Coquillat ◽  
Colette Fabrigoule ◽  
...  
Keyword(s):  
Experimental Study ◽  
Cohort Study ◽  
Cognitive Ability ◽  
Cognitive Skills ◽  
Self Regulation ◽  
Older Drivers ◽  
Driving Ability ◽  
Digit Symbol Substitution Test ◽  
Self Awareness ◽  
Subjective Data

Abstract Objectives Many older drivers incorrectly estimate their driving ability. The present study aimed to determine whether, and if so, to what extent unawareness of cognitive abilities affects self-awareness of driving ability. Methods Two successive studies were conducted. A cohort study investigated cognitive self-awareness and an experimental study examined driving self-awareness in older drivers. In each one, self-awareness was assessed by cross-analyzing objective (respectively Trail-Making Tests A & B and the Digit Symbol Substitution Test and driving performance of on-road assessment) and subjective data (responses about everyday cognitive skills and driving ability). Older drivers were then classified as being over-, correct or underestimators. The three cognitive and driving self-awareness profiles were then cross-analyzed. Results In the cohort study, 1,190 drivers aged 70 years or older were included. The results showed that 42.7% of older drivers overestimated their cognitive ability, 42.2% estimated it correctly, and 15.1% underestimated it. The experimental study included 145 participants from the cohort. The results showed that 34% of participants overestimated, 45% correctly estimated, and 21 % underestimated their driving ability. There was a significant relationship between cognitive and driving self-awareness profiles (p=0,02). This overlap was more marked in overestimators. Discussion Significant overlap between cognitive and driving self-awareness provides useful and new knowledge about driving in the aging population. Misestimation of cognitive ability could hamper self-awareness of driving ability, and consequently self-regulation of driving. It is now crucial to develop measures that promote self-awareness of ability.

scholarly journals The tip of the iceberg in organic chemistry classes: how do students deal with the invisible?

2015 ◽  
Vol 16 (1) ◽  
pp. 9-21 ◽  
Author(s):  
Nicole Graulich
Keyword(s):  
Organic Chemistry ◽  
Problem Solving ◽  
Cognitive Skills ◽  
Conceptual Knowledge ◽  
Chemistry Education ◽  
Scholarly Work ◽  
Related Research ◽  
Research Areas ◽  
Research Activities ◽  
Problem Solving Behavior

Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and their cognitive skills have shaped our understanding of college students' understanding in organic chemistry classes. This review provides an overview of research efforts focusing on student's perspectives and summarizes the main results and pending questions that may guide subsequent research activities.

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