Objetivo general: determinar la relación entre los estilos de afrontamiento y el bienestar psicológico en adolescentes de un colegio estatal de Lima Metropolitana. Objetivo específico: comparar ambas variables según sexo. Método: la muestra estuvo conformada por 286 adolescentes entre 14 y 17 años de edad (M=15.50; DE = 0. 987), de los cuales el 48.3% son mujeres y el 51.7% son varones. Se aplicó el inventario Escalas de Afrontamiento para Adolescentes (ACS Lima; Canessa, 2002), original de Frydenberg y Lewis, y el Cuestionario de Bienestar Psicológico para jóvenes BIEPS-J (Cortez, 2016), original de Casullo y Castro-Solano. Se observó adecuada validez y confiabilidad para los puntajes de ambos instrumentos. Resultados: se estableció relación directa, moderada, con tamaño del efecto moderado entre el afrontamiento centrado a la emoción y a los otros y el bienestar psicológico. También se encontró una relación directa, débil y con tamaño del efecto mínimo entre el Afrontamiento centrado en el problema y el bienestar psicológico. Finalmente, se encontró una relación inversa, débil y con tamaño del efecto mínimo entre el afrontamiento poco funcional y el bienestar psicológico. Además, existen diferencias estadísticamente significativas en afrontamiento y bienestar psicológico según sexo, siendo los hombres quienes puntúan más alto en afrontamiento centrado a la emoción y a los otros, y bienestar psicológico, mientras que las mujeres puntúan más alto en afrontamiento poco funcional. / Main objective: to determine the relationship between coping styles and psychological well-being in adolescents from a public school in Metropolitan Lima. Specific objective: to compare both variables according to sex. Method: the sample consisted of 286 adolescents between 14 and 17 years of age (M = 15.50; SD = 0. 987), of which 48.3% are women and 51.7% are men. The inventory Coping Scales for Adolescents (ACS Lima; Canessa, 2002), original by Frydenberg and Lewis, and the Psychological Well-being Questionnaire for young people BIEPS-J (Cortez, 2016), original by Casullo and Castro-Solano. Adequate validity and reliability were observed for the scores of both instruments. Results: a direct, moderate relationship with a moderate effect size was established between emotion and others-centered coping and psychological well-being. A direct, weak, and minimal effect size relationship was also found between problem-focused coping and psychological well-being. Finally, a weak, inverse relationship with minimal effect size was found between poorly functional coping and psychological well-being. In addition, there are statistically significant differences in coping and psychological well-being according to sex, with men scoring higher in coping focused on emotion and others, and psychological well-being, while women score higher in non-functional coping. / Tesis

Without regard to the merits of the philosophy and practices of these two schools of educational thought, it is the purpose of this study to observe the progress of each as indicated by an examination of certain college curricula, as shown below.

This quantitative study investigated faculty trust in their immediate supervisors (academic deans and faculty chairs) in a state college setting. A survey instrument created for this study was based on existing research on trust in schools by Bryk and Schneider (2002) and Tschannen-Moran and Hoy (1998), as well as research on trust in corporate setting. The study’s purpose was to determine the types and frequencies of interactions between community college faculty and deans/faculty chairs – i.e., faculty immediate supervisors – that are related to higher levels of faculty trust. Also investigated were the relationships between faculty trust and demographic characteristics including age, gender, ethnicity, length of employment, and number of faculty in department. The study’s findings suggest policies and practices for creating more trusting environments in community and state college settings, thereby leading to higher faculty retention levels. These, in turn, can contribute to increased levels of student success, higher graduation rates, and financial savings for schools.

Thesis (Ph. D.)--University of Wisconsin, 1959. / Extension Repository Collection. Typescript (carbon copy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [175]-177).