Volume 28, Issue 12 (3-2022)                   RJMS 2022, 28(12): 337-345 | Back to browse issues page

Ethics code: IR.IAU.SARI.REC.1400.126
Clinical trials code: 01

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Ebrahimi F, Kakabaraee K. Investigating the Relationship between Coping Styles with Stress and Academic Life Satisfaction. RJMS 2022; 28 (12) :337-345
URL: http://rjms.iums.ac.ir/article-1-7282-en.html
Associate Professor, Department of Psychology, Kermanshah Branch, Islamic Azad Univercity, Kermanshah, Iran , Kakabaraee@gmail.com
Abstract:   (1080 Views)
Background & Aims: Coping is any kind of effort, healthy or unhealthy, to prevent, eliminate or weaken a source of stress, or to try to manage or control a challenging or worrying situation. They are divided into two categories, problem-oriented, and emotion-oriented strategies. Problem-oriented coping strategies are the methods by which an individual examines and calculates the actions he or she takes to reduce or eliminate stress, seeks out more information about the problem, and steps accordingly. ¬'s priorities for resolving the issue. Conversely, a person is focused on emotional coping strategies and all his efforts are to reduce his unpleasant feelings; Crying, faulty behaviors, mental occupation, and daydreaming are some of the emotional methods. The goal of avoidance coping strategies is to avoid stressful situations, which may appear as engaging and engaging in a new activity or in the form of engaging with the community and others. Many studies have emphasized the need to address coping strategies in stressful academic experiences, emphasizing the role of coping strategies. How a student copes with stress varies from student to student, the strategies used by a student can change and grow, choosing the type of coping style to deal with academic stress greatly affects students' life satisfaction It can be effective. In the field of life satisfaction, many studies have been done on adults, but students' life satisfaction was less studied. Life satisfaction is a kind of positive feeling and general satisfaction of family, friends, educational environment, self, and living environment. Competition for high school seniors involves a wide range of stressors. Mental well-being reflects people's assessment of their living conditions. This type of assessment is comparable to a person's overall judgment about his or her quality of life. Individuals are likely to be able to assess their living conditions, lighten and weigh the importance of these conditions, and then evaluate their lives on a scale from satisfaction to dissatisfaction. This general cognitive judgment indicates life satisfaction. It is assumed that this judgment requires cognitive processing. For this reason, many studies pay attention to how these judgments are formed. Research on the process of forming satisfaction judgments has provided the basis for understanding the relationships between cognitive and emotional well-being. Accordingly, when people estimate their level of life satisfaction, they use emotional well-being as information, but this is only part of the information. The importance of this information varies in different cultures and individuals. Students ' differences, the type of response to academic stress, and the stress-coping style used by students explain students' satisfaction with their academic life and are of great importance. Satisfaction with academic life as a cognitive component of mental well-being reflects an individual's assessment of satisfaction with academic experiences or general judgments about individual life. Emphasizes the need for training in academic stress management programs by emphasizing the role of teaching a variety of coping styles for psychologists, counselors, and mental health professionals. In general, the present study was conducted to investigate academic life satisfaction among students with an emphasis on examining the relationship between coping styles with stress and academic life satisfaction.
Methods: This is a descriptive-correlational research method whose statistical population includes all male and female students studying in the last year of high school and applicants to enter the university in the academic year of 1998-99 in the city of Kermanshah, which is 240 people as a sample. Statistically, they were selected based on a multi-stage sampling method. Subjects were asked to respond to a short version of the list of coping with stressful situations (Cohen et al., 2006) and the Academic Life Satisfaction Scale (Hebner, 1994).
Results: The results showed that the relationship between problem-oriented coping style with satisfaction with academic life was positive and significant (p <0.05) and the relationship between emotional coping style and reactions with satisfaction with academic life was negative and significant (p <0.05).
Conclusion: Considering the relationship between coping styles and satisfaction with academic life among students, officials must consider these psychological variables to achieve the ideal goals of education. The results of the present study, like many other studies, due to the use of self-report tools instead of studying actual behavior, may encourage participating students to use methods based on social approval and to confirm self-report scales from behavioral observation. And other clinical indicators have not been used. The present study was conducted among final year students and 17 to 20-year-old students in Kermanshah. Therefore, generalization of results to other populations should be done with caution. Another limitation of the present study is the unwillingness to answer questions, which also affected the results of the study. Based on the findings of the present study, it is suggested that longitudinal studies on the explanatory role of coping styles in the relationship between academic stressors, for researchers interested in this field of research, a research priority is important and central. It is considered. It is also suggested that to increase the generalizability of these results and re-examine the variables, these researches should be repeated in other cities of Iran, and in future research, the variables of gender, culture, and field of study among students should be studied. In this regard, and as mentioned earlier, experiencing the role of a student and striving for success in the entrance exam is associated with experiencing a wide range of stressors. One of the most important indicators for researchers interested in the quality of life and life satisfaction. Life satisfaction as a cognitive component of mental well-being reflects an individual's evaluation of specific aspects of life (for example, satisfaction with academic experiences) or general judgments about individual life.

 
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Type of Study: Research | Subject: Clinical Psychiatry

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