scholarly journals Assessment of Social Competencies, Coping Strategies, and Academic Achievement of First Year Students

2021 ◽  
Vol 36 (4) ◽  
pp. 601-614
Author(s):  
Kassim Kimo ◽  
Kabtamu Ayele
Keyword(s):  
Academic Achievement ◽  
Coping Strategies ◽  
Coping Strategy ◽  
Social Competency ◽  
First Year ◽  
First Year Students ◽  
Social Competencies ◽  
First Semester ◽  
Significant Difference ◽  
And Coping

The purpose of this research was to assess first year students’ social competency and coping strategies against their overall first semester academic achievement (GPA) at Arsi University. A sample (N = 360) of first year students was selected for the study. Slightly adapted versions of Social Competency Scale (Silvera, Martinussen, & Dahl, 2001) and Coping Strategy Scales (Carver, 1999) were used to assess these aspects. The results revealed that the majority students were good and some of them were identified as average on social competency dimensions. On the other hand, it was noted that majority of the students use avoidance coping strategies. Social competency has strong positive connection with student’s GPA but coping strategy has nonsignificant negative correlation with GPA. Both social competency and coping strategy slightly contributed to the variations in first semester GPA among first year students. Only college had a mediating role with partial mediation effect between social competency total and GPA. A significant difference was observed between male and female students in their GPA and social competency. Gender and religion had no mediation role between social competency, coping strategy, and first semester GPA of the students. In conclusion, it was implied that university students’ personnel should work on first year students’ adaptive coping strategies and social competencies.

scholarly journals Risk Suicide, Anxiety, and Coping Strategies

2021 ◽  
Author(s):  
Francisco Manuel Morales Rodríguez
Keyword(s):  
Coping Strategies ◽  
Social Withdrawal ◽  
First Year ◽  
Suicidal Risk ◽  
First Year Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
High Level ◽  
And Coping ◽  
Psychoeducational Interventions

In this paper, we sought to examine the levels of suicidal risk and anxiety, as well as the coping strategies used in a sample of 154 Spanish university students, most of them first-year students, during the situation of confinement and the pandemic. After approval by the Ethics Committee, instruments for the evaluation of these constructs were administered. An ex post facto design was used. A high level of suicide risk was not found in the sample. Statistically significant differences were found in the levels of suicidal risk and anxiety according to gender, with higher scores in both variables for women. Likewise, the coping strategies of self-criticism and social withdrawal show direct associations with the levels of suicidal risk. We conclude by pointing out the relevance of the data obtained for a more effective design of psychoeducational interventions to face these public health problems with the training of effective coping strategies.

Suicide Ideation in Adolescent South Africans: The Role of Gender and Coping Strategies

2007 ◽  
Vol 37 (3) ◽  
pp. 552-575 ◽  
Author(s):  
Sue-Ann Meehan ◽  
Almarie Peirson ◽  
Peter Fridjhon
Keyword(s):  
Suicidal Ideation ◽  
Coping Strategies ◽  
South African ◽  
Coping Strategy ◽  
Suicide Ideation ◽  
Significant Difference ◽  
Males And Females ◽  
Positive Outlook ◽  
And Coping ◽  
The Relationship

With an increasing number of studies showing a rise in adolescent suicidal behaviour and a wealth of literature concerning adolescent coping strategies, this study examined both these issues within a South African context. The interplay between social, political, and economic factors in South Africa, with its history of apartheid, must impact upon the lives of adolescents living in this country and play a role in stress, depression, and feelings of hopelessness, helplessness, and possible suicidal ideation. The objectives of the study were to determine the coping strategies exhibited by a South African sample of adolescents, the relationship between these coping strategies and suicidal ideation, and to investigate whether gender had any influence on this relationship. This study therefore aimed to get a better understanding of the relationship between the variables: suicidal ideation, coping strategy, and gender. Such research is important in learning to understand how adolescents cope, in order for caregivers and professionals in the field to be able to identify potential suicide ideators through their behaviours and coping strategies. A sample of 161 adolescents in grade eleven completed a demographic questionnaire, the Positive and Negative Suicidal Ideation Scale (PANSI), and The Coping Across Situations Questionnaire (CASQ). The findings indicated the majority of the sample (51 %) had a positive outlook on life, feeling optimistic about the future most or a good part of the time. Further results showed that males and females followed the same pattern of coping by scoring highest on the functional coping strategies and lowest on the dysfunctional one. There was a significant difference between males and females on each coping strategy, with females scoring higher than males in each case. Correlation studies indicated a positive significant relationship between active coping (functional coping strategy) and positive suicidal ideation scores (positive outlook on life) and between withdrawal (dysfunctional coping strategy) and negative suicidal ideation scores (negative outlook on life). Results for each gender differed, with the female sub-sample revealing significant correlations between functional coping strategies and positive suicidal ideation scores, while the only significant correlation found within the male sub-sample was between the dysfunctional coping strategy and negative suicidal ideation scores.

scholarly journals ANXIETY, RESILIENCE AND COPING STRATEGIES AMONG THE HEALTH CARE WORKERS DURING COVID-19 PANDEMIC

2021 ◽  
pp. 147-150
Author(s):  
Varsha S ◽  
Smitha Ruckmani
Keyword(s):  
Health Care ◽  
Coping Strategies ◽  
Coping Strategy ◽  
Health Care Workers ◽  
Significant Relationship ◽  
Normal Population ◽  
Brief Cope ◽  
Care Workers ◽  
Significant Difference ◽  
And Coping

Background:The covid-19 pandemic has proved to be the most difficult period of everyone's life,as it brings with it the fear of infection, fatality, physical difficulties, lack of certainty around people's life, However it is considerably challenging for the health care workers, for their nature of work makes them more vulnerable to get infected than the normal population,It is common for the health care workers to experience anxiety in the face of current pandemic.thus the present study focuses on the anxiety levels and coping strategies among health care workers during pandemic .The objective of this study is to assess levels of anxiety,resilience and ways of coping among health care workers.A total of 40 samples shall be taken for the present study,The standardized tools to be used in the study are a) Covid-19 anxiety scale (Lee, S.A 2020) b) Brief Cope Inventory (Carver 1997) c) Brief Resilience scale (smith and colleagues 2008) The hypotheses of the current study states that 1)There is a significant level of anxiety among health care workers 2) There is a significant relationship between the levels of anxiety and coping strategy 3) There is a significant relationship between resilience and levels of anxiety, 4) There is a significant difference between gender and level of anxiety 5) There is a significant difference between gender and coping strategy. The present study shall be insightful in terms of understanding the prevalence of anxiety among health care workers,and the role of coping strategy plays in elevating or ameliorating anxiety,It can be helpful in planning the interventions for future studies.The present study shall be helpful in understanding the level of anxiety among health care workers and what kind of coping strategy are predominantly used by the health care workers, and how adaptive/ maladaptive coping strategy influence the levels of anxiety,thus it can be helpful in planning the appropriate interventions for the target population in the future studies.

scholarly journals Interrelation of Social and Psychological Adaptation and Coping Strategies of Law Students

2018 ◽  
Vol 9 (4) ◽  
Author(s):  
Natalia Fontalova
Keyword(s):  
Coping Strategies ◽  
Psychological Adaptation ◽  
Law Students ◽  
First Year ◽  
Stressful Situation ◽  
State University ◽  
First Year Students ◽  
Teachers And Students ◽  
Study Process ◽  
And Coping

The author of the article presents a research of interrelation of Social and Psychological Adaptation and Coping Strategy of students. The objective of the article is a study of social and psychological adaptation and coping strategies of first- year students of Law Institute of Baikal State University. The author substantiates relevance of the research, describes the empirical study process in detail. The following methods such as method of social and psychological adaptation diagnosis of K. Rogers and R. Diamond, the multilevel personality questionnaire Adaptability of A.G. Maklakov, S.V. Chermyanin, R. Lazarus and S. Folkman method of coping mechanisms diagnosis. 68 people at the age of 17-20 took part in the study. They are 34 female and 34 male first-year law students. Furthermore, the article presents the results characterizing the interrelation of social and psychological adaptation and coping-strategies of students. It was revealed during the study that first-year students with a higher adaptability level are more likely to assume responsibility and reconsider a stressful situation than students with a lower level of adaptability. Also coping strategies specific for the selected students are described. The obtained results can be interesting for practicing psychologists, teachers and students counselors who organize educational activities.

scholarly journals Coping Strategies among First and Third Year Medical Students in a Malaysian Public University

2019 ◽  
Vol 20 (1) ◽  
pp. 5-11
Author(s):  
Abdus Salam ◽  
Aimi Aqilah Abd Harith ◽  
Norsyafiqah Abdullah ◽  
Chu Pei Shan ◽  
Amir Bin Abdul Rahman ◽  
...  
Keyword(s):  
Medical Students ◽  
Coping Strategy ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Common Strategy ◽  
Task Oriented

Background: Medical students lead a stressful life and therefore the coping strategy is very important for them to alleviate the stress. The objective of this study was to explore the coping strategy among the first year and third year medical students and also to identify any significant difference between genders and study-years. Materials & methods: This cross-sectional study involved first and third year medical students of University Kebangsaan Malaysia of session 2013/2014. Coping strategy was explored using the ‘Coping Inventory for Stressful Situations’ (CISS) which consist of 48-items where 16 under task-oriented, 16 under emotional-oriented and 16 under avoidance-oriented coping. A five-point Likert’ scale ranging from ‘1=not at all’ to ‘5=very much’ was used to rate the items. Results: Task oriented coping was found the most common strategy among all students while emotion oriented was the least. First year students scored significantly higher than third year showing their best effort to adapt a new environment with insignificant difference between genders. Conclusions: Task-oriented coping strategy of the students is a good sign of problem solving skills. Though majority of the students adapt this method of coping, still there are other methods in practice. Medical school should focus for growing awareness about the positive coping methods in response to stress. This is necessary for the long term benefit of the students as well for better service to the nation. J MEDICINE JUL 2019; 20 (1) : 5-11 

scholarly journals Relationship of Academic Self-Management and Academic Anxiety Towards Academic Achievement of First Year Students In Institut Teknologi Bandung

Syntax Idea ◽  
2021 ◽  
Vol 3 (8) ◽  
pp. 1979
Author(s):  
Rika Afifah ◽  
Aria Bayu Pangestu
Keyword(s):  
Academic Achievement ◽  
Quantitative Methods ◽  
Negative Relationship ◽  
Self Management ◽  
First Year ◽  
First Year Students ◽  
Grade Point ◽  
Academic Anxiety ◽  
Significant Difference ◽  
Relationship Of

This study aims to find the relationship of academic self-management and academic anxiety on academic achievement in first-year students at Institut Teknologi Bandung with quantitative methods on 111 samples of the first-year students. The results of the regression analysis showed that academic self-management and academic anxiety contributed 21.4% of students' academic achievement as measured by the Grade Point Average (GPA). Academic anxiety has a significant negative relationship to academic achievement, moreover, this study also found a significant difference in academic anxiety between students with low, moderate, and high academic achievement. Students with higher academic achievement have lower academic anxiety and vice versa. In first-year students at Institut Teknologi Bandung, the highest component of academic anxiety is the patterns of anxiety-engendering mental activity which indicates low student confidence and self-esteem. The findings of this research can be the basis for PeKa TPB Ministry of KM ITB in designing the character development program for the first-year students.

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

scholarly journals First-year students’ math anxiety predicts STEM avoidance and underperformance throughout university, independently of math ability

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Richard J. Daker ◽  
Sylvia U. Gattas ◽  
H. Moriah Sokolowski ◽  
Adam E. Green ◽  
Ian M. Lyons
Keyword(s):  
Math Anxiety ◽  
First Year ◽  
Math Skills ◽  
First Year Students ◽  
First Semester ◽  
Math Ability ◽  
Current Thinking ◽  
Attitudes Toward Math ◽  
Show Evidence ◽  
Stem Outcomes

AbstractMath anxiety is widely considered a potential barrier to success in STEM. Current thinking holds that math anxiety is directly linked to avoidance of and underperformance in STEM domains. However, past evidence supporting these claims is limited in important ways. Perhaps most crucially, it is possible that math anxiety predicts STEM outcomes merely as a proxy for poor math skills. Here, we tested the link between math anxiety and subsequent STEM outcomes by measuring math anxiety, math ability, and several covariates in 183 first-semester university students. We then tracked students’ STEM avoidance and achievement through four years at university via official academic transcripts. Results showed that math anxiety predicted both a reduction in how many STEM courses students took and, separately (i.e., controlling for one another), lower STEM grades. Crucially, these associations held after controlling for math ability (and other covariates). That math anxiety predicts math-related academic achievement independently of Math Ability suggests that, contrary to current thinking, math anxiety’s effects on academic performance likely operate via mechanisms other than negatively affecting math ability. Beyond this, we show evidence that math anxiety can account for associations between math ability and STEM outcomes, suggesting that past links between math ability and real-world outcomes may, in fact, be at least partially explainable by attitudes toward math. These findings provide clear impetus for developing and testing interventions that target math anxiety specifically and suggest that focusing on math ability without additional attention to math anxiety may fail to optimally boost STEM outcomes.

scholarly journals The Students’ Speaking Skill Analaysis on Local Wisdom- Based Topics (A Study at the First Year Grade of Mathematics Department of Unswagati)

2017 ◽  
Vol 5 (2) ◽  
pp. 143
Author(s):  
Devi Siti Afiah
Keyword(s):  
Qualitative Method ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Wh Questions ◽  
Speaking Skill ◽  
Math Students ◽  
Academic Year ◽  
Local Materials ◽  
Mathematics Department

The goals of this research are (1) to know what students’ responses toward WH question tehnique; (2) to know whether the WH Question can improve students’ math in English. This research used the descriptive qualitative method. The writer described and analyzed the students’ mistakes in speaking skill using local materials. The research was carried out at the first year students of math department in 2016/2017 academic year. It was strated from September 2016 to January 2017. The population was the first semester students of math department in academic year of 2016/2017. The number of population were 21 students. The results of this research were (1) the tudents gave good responses toward the WH Questions learning, and (2) the WH questions improved the Math students’ ability in learning English. Keywords: Speaking, Local-wisdom, WH-questions

scholarly journals Creating Significant Learning Experiences for Clinical Reasoning by Physical Therapist Students

2019 ◽  
Author(s):  
Lois Stickley
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Curriculum Design ◽  
Clinical Decision Making ◽  
Physical Therapist ◽  
Learning Experiences ◽  
First Year ◽  
Clinical Decisions ◽  
First Year Students ◽  
Significant Difference

Background: Clinical reasoning skills are embedded in all aspects of practice. There is a lack of consensus and standards for curriculum design and teaching methods of clinical reasoning in entry-level education of health professionals. Purpose: The purpose was to describe a process of designing one comprehensive, planned sequence of four courses to create significant learning experiences for clinical reasoning for Doctor of Physical Therapy students. Method: Fink’s design process was used to develop four clinical decision-making courses to ensure a close alignment of learning goals, feedback and assessment, and learning activities to engage students in practicing components of clinical reasoning. Student outcomes were measured by self-efficacy ratings for clinical reasoning in a practical exam for first-year students and by ratings of performance by clinical instructors for third-year students. Results: 41 first-year students ranked their confidence in making clinical decisions both before and after a midterm practical. A paired t-test found a significant difference (.05t40 = -6.66, ρ=0.00) in the mean ratings of students from the pre-practical assessment to the post-practical assessment about confidence in making clinical decisions. Third-year students received ratings that met or exceeded expectations on five audited skills from the Physical Therapist manual for the Assessment of Clinical Skills (PT MACS), both at midterm and at the final assessment. No significant differences between midterm and final ratings on any of the selected skills were found using a Chi-Square Test of Independence (α=.05). Conclusion: The four-course sequence was designed using four themes: patient-centered care, models of practice, and evidence-based practice, and ethics/legal issues. This paper offers specific details about how one method of teaching clinical reasoning meets the current trends in education and health care for accountability and meaningful outcomes. Students gained practical knowledge and skills in the components of clinical reasoning and decision-making by participating in active and engaging significant learning experiences.

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