scholarly journals Role of work stress and coping strategies of employee’s Performance: An Empirical study with reference to private university employees.

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Shaifali Garg
Keyword(s):  
Coping Strategies ◽  
Work Stress ◽  
Statistical Significance ◽  
Private University ◽  
Stress And Coping ◽  
Primary Data ◽  
Negative Consequences ◽  
University Employees ◽  
And Coping

The article tries to explore the role of Work  stress and coping strategies of employee performance, This study is an attempt to emphasis  that performance of  employees is influenced by Work  stress and effort expended by them in coping with stress. Private university Employees are not a stress free community. Overall similarity in coping behavior of employees is indicative of a possibility that the bureaucratic structure has an important role to play in deciding the reactions of employees. According to Lazarus & Folk man (1984) coping is a mechanism of  handling  external and internal demands that are exceeding the resources of the person in order to prevent negative consequences. This research paper is inferential analysis in nature and makes use of primary data as well as secondary data .Regression analysis  were used to test the statistical significance of this impact and ANOVA were used to test the hypothesis. The study found that Majority of employees perceived moderate work stress that are inter-related with Employee’s Performance.

Stressors, Stress and Coping in Dual-Demand Environments: The Case of Working ‘Back to Schoolers’

2005 ◽  
Vol 11 (1) ◽  
pp. 91-110 ◽  
Author(s):  
Dafna Kariv ◽  
Tali Heiman ◽  
Rishon Le Zion
Keyword(s):  
Coping Strategies ◽  
Academic Stress ◽  
Stress And Coping ◽  
Education Students ◽  
Working Students ◽  
Multi Level ◽  
And Coping ◽  
Reducing Stress ◽  
Coping Behaviours

The main objective of this study is to explore the coping behaviours of Israeli continuing education students who combine work and academic studies. Multi-level analyses revealed that: (1) perceived academic stress is determined by academic load and perceived work stress by workload; (2) coping strategies are related to an array of perceived stresses; and (3) perceived academic stress has a significant influence on coping strategies even after academic load, workload, social support and demographics are taken into account. A major inference of our results is that workers who face dual-demanding environments consider their work to be less controllable than their academic environment and use different coping behaviours to manage each of their dual-demand environments. Implications on the role of organisations in reducing stress of working students are discussed.

Asssessment of Work Stress and Coping Strategies among Primary School Teachers

2018 ◽  
Vol 86 (9) ◽  
pp. 2447-2456
Author(s):  
ASMAA M. HASSAN, M.Sc.; SANEYA M. RIZK, D.N.Sc. ◽  
EMAN M. SIEF EL-NASER, D.N.Sc.
Keyword(s):  
Primary School ◽  
Coping Strategies ◽  
Work Stress ◽  
Stress And Coping ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Coping

Humor, stress, and coping strategies

2002 ◽  
Vol 15 (4) ◽  
Author(s):  
Millicent H Abel
Keyword(s):  
Coping Strategies ◽  
Undergraduate Students ◽  
Stress And Coping ◽  
Sense Of Humor ◽  
Psychology Courses ◽  
Group A ◽  
And Coping ◽  
Relationship Of ◽  
Everyday Problems

AbstractThis study explored relationships between sense of humor, stress, and coping strategies. Undergraduate students (N=258) from introductory psychology courses completed a perceived stress scale, an everyday problems scale, a state anxiety inventory, a sense of humor scale, and a scale assessing their preferred coping strategies. High and low sense of humor groups were determined by selecting participants with self-reported sense of humor at one standard deviation above and below the overall mean on the sense of humor scale. The high sense of humor group appraised less stress and reported less current anxiety than a low sense of humor group despite experiencing a similar number of everyday problems in the previous two months. The high humor group was more likely to use positive reappraisal and problem-solving coping strategies than the low humor group. A weaker relationship existed between appraisal of stress and number of problems in the low humor group because this group perceived greater stress at low and average number of everyday problems than the high humor group. The results were discussed as supporting the role of humor in restructuring a situation so it is less stressful, and the relationship of humor to both emotion-focused and problem-focused coping strategies.

scholarly journals Self-esteem, Social support and coping Strategies of left-behind Children in Rural China, and the intermediary role of subjective support

2020 ◽  
Author(s):  
Shu Cui ◽  
Fangshuo Cheng ◽  
Ling Zhang ◽  
Chao Zhang ◽  
Qiuyu Yuan ◽  
...  
Keyword(s):  
Social Support ◽  
Problem Solving ◽  
Coping Strategies ◽  
Rural China ◽  
Self Esteem ◽  
Negative Consequences ◽  
Left Behind ◽  
Intermediary Role ◽  
And Coping

Abstract Background Negative coping strategies and behavioral problems are common among Chinese left-behind children, which are related to a variety of negative consequences. At this stage of development, the relevant factors of coping strategies need to be further studied, in which social support and self-esteem are worthy of our attention. The aim of this study is to detected the self-esteem, social support, and coping strategy of left-behind children (LBC) in rural China. Methods 322 children from 3 schools in China participated in this study, including 236 LBC and 86 non-left-behind children (NLBC) to assess self-esteem, social support and coping strategies. Results The LBC group had lower self-esteem score and lower total social support (subjective support, objective support and support-seeking behavior) than the NLBC group. In terms of coping strategies, the LBC group was lower than the NLBC group in problem-solving and rationalization. The self-esteem score in LBC was significant positive associated with the subjective support score, objective support score, problem-solving and help-seeking score. Based on the SES score, the LBC group was divided into low, moderate and high self-esteem groups. There were significant differences in the total scores of social support problem solving and seeking help between the low self-esteem group and the high self-esteem group. In addition, our study found that subjective support plays an intermediary role between self-esteem and problem-solving in LBC group, while the intermediary role of objective support is not obvious. Conclusions These results of this study indicate that providing more subjective support to LBC can reduce the negative consequences of low self-esteem and improve the tendency and effectiveness of problem-solving.

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