Coping styles and changes in humoural reaction during academic stress

The effect of perfectionism on test anxiety and the mediating role of sense of coherence in adolescent students

BACKGROUND

Previous research has shown that perfectionism is closely associated with stress. However, limited research has examined the longitudinal relationship between perfectionism and test anxiety. In addition, no study has investigated the possible mediators for the effects of perfectionism on test anxiety in school contexts.

OBJECTIVE

Utilizing a three-wave longitudinal design, this study employed a sample of Chinese junior high school students as participants to examine the longitudinal relationship between perfectionism, sense of coherence, and test anxiety.

METHODS

427 Chinese junior high school students (212 girls, 215 boys) participated in all three measurement times. The Frost Multidimensional Perfectionism scale, sense of coherence scale (SOC), and Test Anxiety scale were administered to the participants. The students completed questionnaires about once every two months from the beginning of a school semester to the end of the semester.

RESULTS

Results from structural equation modeling indicated that negative perfectionism significantly contributed to test anxiety in the adolescent students. The lagged effect of perfectionism (T1) on SOC (T2) was significant, and the lagged effect of SOC (T2) on test anxiety (T3) was significant, indicating that SOC played a significant mediating role in the effect of perfectionism on test anxiety.

CONCLUSION

The longitudinal effects of negative perfectionism on test anxiety were mediated by sense of coherence. The findings of the study have general implications for mitigating test anxiety and improving school adjustment and academic achievement.

A Review of First-Year Student Stress and Social Support

The present paper reviews empirical literature on stress and social support relative to first-year post-secondary students, published between 1996 and 2020. Empirical studies included in the literature search focused on stress, coping, and social support specifically among first-year undergraduate students while studying in countries adopting North American higher education models comparable to the United States and Canada. This review examines contextual and psychological antecedents and correlates of stress, as well as associated demographic and achievement variables. Furthermore, this review extends to studies on social support categorized by source (peers, family, faculty, institution, and multiple sources of support). A synthesis and critique of the literature explores the themes in the empirical research presented, as well as considerations for future research.

Strategije suočavanja sa anksioznošću u situaciji testiranja engleskog jezika kod studenata visokog i niskog samopoštovanja

Introduction: Different types of tests present a great part of the academic life, and the tests themselves are extremely stressful situations for most students. The question of strategies used for coping with anxiety in testing situations is raised by the anxiety experienced by students and the levels of their self-esteem during tests. Aim of the paper: The aim of the paper is to take into consideration language anxiety, self-esteem and social and demographic variables as predictors of active use of strategies for coping with the testing situation. Material and methodology: This research included 338 students from five faculties/colleges, with an average age of 21.82±2.561, who were administered the following scales: Rosenberg's Self-esteem Scale, the Coping with the Testing Situation Scale and Foreign Language Classroom Anxiety Scale. Results: The Subscale for Language Anxiety during Testing has the highest reversed predictive value (beta=-0.43, p<0.001) of coping strategies for the testing situation; older respondents have less expressed ability of coping with the testing (beta=-0.23, p<0.001), and the higher the level of fear from negative evaluation (beta=0.21, p<0.001), the more the respondents are coping with the testing situation. Conclusion: The higher the testing anxiety, the less will the students use coping strategies, and the older students cope less with stressful testing situations, but the greater the presence of a more expressed fear of inefficiency, the more will the respondents cope with the testing situation through various strategies.

Religiosity: Its Impact on Coping Styles Among Women Undergoing Fertility Treatment

The Israeli worldview places great significance on childbearing. This could create emotional and ethical difficulties for women coping with fertility issues in addition to their treatments. This study examined the relations between coping strategies and level of religiosity in 159 women undergoing infertility treatment. Statistically significant relations were found between the problem-solving coping style and religious observance (p < 0.01) and religious beliefs (p < 0.05). An inverse correlation was found between the emotional coping style and religious beliefs (p < 0.001). Health professionals should recognize the patient's coping styles and understand the patient's religious belief system as part of an ongoing fertility treatment.

Exploring Factors That Affect Score Reliability and Variability

One instrument cited in the literature as an effective measure of approaches to coping is the Ways of Coping Questionnaire (WAYS; Folkman & Lazarus, 2005 ). This study is a reliability generalization (RG) study of the WAYS that strives to further distill psychometric properties of the scores generated by this measure. Results from this meta-analytic investigation of 130 previously published research studies indicate that the Confrontive Coping and Distancing subscales generate the most variable reliability coefficients across studies. Regression analyses suggest that the variables type of scoring, sample size, population type, sample source, gender homogeneity, and racial homogeneity were most important in determining reliability estimates on the Seeking Social Support, Escape-Avoidance, Planful Problem Solving, and Positive Reappraisal subscales. Implications for the use of the WAYS are offered.

Students' reactions to three typical examinations in health sciences

OBJECTIVE

A search for universal and particular changes in emotional, behavioral and cognitive assessments in relation to three types of examinations: an oral presentation, an objective structured clinical examination (OSCE) and a pencil and paper examination.

METHODS

One hundred and two students of health professions completed the Profile of Mood States (POMS) questionnaire before (t1) and after (t2) each type of examination. Data regarding stress-related symptoms, attitudes, and preparation behavior were collected at (t2).

RESULTS

POMS six subscales scores at (t1) did not differ by examination type and five of them were statistically significant higher at (t1) than (t2) regardless of examination type. "Preparing behavior" also emerged as a universal feature. As for the particular aspects of each examination, OSCE students felt more depression-dejection and fatigue at (t2) than at (t1). Oral presentation was perceived as the most difficult by students, who also reported more symptoms. For this type of examination, the students regained their confidence towards the end of the presentation and perceived classmates as most supportive and least disturbing. The pencil and paper examination was evaluated as the easiest by students, produced fewest symptoms and no excitement during the examination.

CONCLUSIONS

Three types of examinations, frequently used in health sciences, appeared to initiate different physical, emotional, and social reactions.