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How Brunei trainee teachers cope with distress: counseling implications

BMC Research Notes

BioMed Central

Distress, Ways of Coping, Teacher education, Trainee teachers, Brunei

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      Abstract

      Objective

      This study investigated the strategies used by student teachers when dealing with distress during training. Specifically, this study addressed the following research goals: (1) identify Ways of Coping that predict achievement on a quantitative reasoning test; (2) determine participants’ coping differences per sex, age, and ability in quantitative reasoning; and (3) reveal coping strategies that work best for each and both sexes in fostering academic achievement in quantitative reasoning. The data used in this study was from a single observation.

      Results

      Confrontive coping, planful problem solving, and self-control were significant main effect predictors of achievement. Two separate sex-interaction variables (male with accepting responsibility and female versus accepting responsibility) were also significant predictors of achievement. Accepting responsibility was therefore helpful to both sexes in achievement. Younger participants aged 22–24 years scored significantly higher on the accepting responsibility subscale than older peers aged 25–26 years. In addition, low scorers on the quantitative reasoning test scored significantly higher on the escape avoidance coping subscale than their more-able counterparts. These findings have counseling implications for students with high support needs. A large-scale study with interview probes is recommended to learn more about this issue.

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      Most cited references 22

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      Assessing coping strategies: a theoretically based approach.

      We developed a multidimensional coping inventory to assess the different ways in which people respond to stress. Five scales (of four items each) measure conceptually distinct aspects of problem-focused coping (active coping, planning, suppression of competing activities, restraint coping, seeking of instrumental social support); five scales measure aspects of what might be viewed as emotional-focused coping (seeking of emotional social support, positive reinterpretation, acceptance, denial, turning to religion); and three scales measure coping responses that arguably are less useful (focus on and venting of emotions, behavioral disengagement, mental disengagement). Study 1 reports the development of scale items. Study 2 reports correlations between the various coping scales and several theoretically relevant personality measures in an effort to provide preliminary information about the inventory's convergent and discriminant validity. Study 3 uses the inventory to assess coping responses among a group of undergraduates who were attempting to cope with a specific stressful episode. This study also allowed an initial examination of associations between dispositional and situational coping tendencies.
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        Personality predictors of academic outcomes: big five correlates of GPA and SAT scores.

        The authors examined relations between the Big Five personality traits and academic outcomes, specifically SAT scores and grade-point average (GPA). Openness was the strongest predictor of SAT verbal scores, and Conscientiousness was the strongest predictor of both high school and college GPA. These relations replicated across 4 independent samples and across 4 different personality inventories. Further analyses showed that Conscientiousness predicted college GPA, even after controlling for high school GPA and SAT scores, and that the relation between Conscientiousness and college GPA was mediated, both concurrently and longitudinally, by increased academic effort and higher levels of perceived academic ability. The relation between Openness and SAT verbal scores was independent of academic achievement and was mediated, both concurrently and longitudinally, by perceived verbal intelligence. Together, these findings show that personality traits have independent and incremental effects on academic outcomes, even after controlling for traditional predictors of those outcomes. ((c) 2007 APA, all rights reserved).
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          Student engagement with school: Critical conceptual and methodological issues of the construct

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            Author and article information

            Affiliations
            ISNI 0000 0001 2170 1621, GRID grid.440600.6, Psychological Studies and Human Development Academic Group, , Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, ; Jalan Tungku Link, Gadong, Bandar Seri Begawan, BE 1410 Brunei Darussalam
            Contributors
            673-8939465 , lawrence.mundia@ubd.edu.bn
            Journal
            BMC Res Notes
            BMC Res Notes
            BMC Research Notes
            BioMed Central (London )
            1756-0500
            14 November 2017
            14 November 2017
            2017
            : 10
            29137656 5686937 2922 10.1186/s13104-017-2922-0
            © The Author(s) 2017

            Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

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            Research Note
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            © The Author(s) 2017

            Medicine

            brunei, trainee teachers, teacher education, ways of coping, distress

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