Thesis (Ph.D.)--University of Waikato, 2009. / Title from PDF cover (viewed August 3, 2009). Includes bibliographical references (p. 231-257 )

This work investigates various methods for measurement of stress coping. Theoretical part introduces basic theoretical constructs that deal with stress coping which are also related to the presented Stress coping questionnaire inventory. Other methods for measurement of stress coping are also discussed. The end of the theoretical part introduces the Stress coping questionnaire itself. Empirical part establishes the basic psychometric characteristics of the inventory and analyses suitability of implementation of specific norms for various demographic groups. Se- cond study within the empirical part investigates convergent validity of the method against other inventories. The results indicate that the inventory is a valid method for measurement of stress coping, although some of its scales are affected by social desirability. Recommendations for improvements of the method are mentioned in the end of the work. Keywords: stress, stress coping, psychodiagnostics

The purpose of this review of literature was to explore and critically analyze relevant literature regarding stress factors and the consequences of stress in nursing students. Findings from this review of literature aimed to provide a better understanding of stress factors and the physical and psychological impact of stress on nursing students. Information was collected from the Cumulative Index to Nursing and Allied Health Literature, PsycINFO, and MEDLINE- EBSCOhost databases to explore what research has been conducted and to assess the current knowledge base. Analysis of the literature indicated that nursing students reported experiencing increased levels of stress during the academic year. Nursing students reported higher levels of stress in conjunction with elevated external stressors, including increased responsibilities and course requirements. Analysis of the findings suggested that factors related to stress in nursing students arose from clinical sources, academic sources, and personal sources. Further analysis indicated that experiencing elevated levels of stress had a negative impact on the student. Increased levels of stress, combined with poor coping mechanisms, may lead to poor academic performance and burn-out among nursing students. Future research may evaluate means to reduce stress levels and mitigate stress in nursing students through targeting specific causative factors. Findings from this review of literature aim to influence student management of stress.

Thèse de doctorat : Sciences médicales.Santé publique : Strasbourg 1 : 2007. / Titre provenant de l'écran-titre. Bibliogr. f. 257-267.

In our daily lives we all experience forms of stress and as humans, we are equipped with internal mechanisms to react to the phenomenon. We utilize tactics that are recognised as `fight or flight' depending upon how we perceive the threat and we employ them accordingly. However, when we are unable to meet the challenges placed upon us, when they form a barrier to our achievement and progress, we become overwhelmed and are susceptible to the detrimental effects of stress. The past two decades have witnessed rapid technological advances and we are thus connected to a global set of networks. Education has had to change in order to compete with a global market that requires new skills. Teaching and what teachers do have come under scrutiny in terms of audit to ensure that a `World-Class' education system is being delivered. As a result there has been an increase in teacher workload and the profession has become re-defined in order to meet contemporary needs. Recent research by government led bodies supports the need to address teacher workload as a major cause of stress. One result has seen the development of the Workload Agreement (2003) aimed at easing the ever-increasing demands placed upon teachers. Whether this measure will be enough to address the difficulties surrounding teaching in a post-modern society remains to be seen. This inquiry focuses on teachers who have experienced work place stress which is a widely recognised phenomenon and has its own particular features. In revealing key issues surrounding teachers and their workload this study aims to uncover the particular features of teacher stress with specific emphasis on role, role conflict, change, management issues, age and workload. Furthermore the study hopes to expose how teacher's lives are changed as a result of their encounter with stress. The harrowing nature of the participants' stress narratives compelled me to chronicle the stories and unveil the impact of their experiences upon all aspects of their lives. Employing methods associated with the case study approach, I conducted unstructured interviews with eight participants. Each person provided me with stories that are narratives of their stress experiences. The nature of this work is grounded in the qualitative paradigm and I have approached this from an interpretative stance. I believe my study confirms issues surrounding teacher workload and teacher stress merits inquiry.

The purpose of this study was to investigate the effects of Stress Management Training Program on perceived stress, self-efficacy and coping styles of preparatory school students in Middle East Technical University. Pre-posttest experimental control group design was used to investigate the effectiveness of Stress Management Training Program. Before the main study, reliability and validity studies of Perceived Stress Scale (PSS-10), College Adjustment Self-efficacy Scale (CASES) and Student Coping Instrument (SCOPE) were carried out with one hundred and forty one students. Three hundred and sixty six students (154 females and 212 males) contributed the main study. Among them, sixteen students were randomly assigned in the experimental and control group. While the Stress Management Training Program was applied for experimental group, control group did not receive any treatment. The program continued for six weeks, once a week for 90 minutes. The program included the effective and in-effective ways of coping with stress, emotions and thoughts that affect behaviors, relaxation training, problem solving and assertiveness training. ANOVA, Mann-Withney U and two-related samples Wilcoxon tests were used to analyze data. The results of analysis of variance showed a gender difference between males and females. Females had higher scores in perceived stress, socially related life events and emotion-focused coping. The results of Wilcoxon test showed a significant reduction between pre and post test scores of experimental group in perceived stress scores and the frequency of socially related life events. No difference was found for CASES and SCOPE.At the end of the study, the findings were discussed and recommendations were presented.

Thesis (Ph. D.)--University of Virginia, 2007. / Includes bibliographical references. Also available online through Digital Dissertations.

Diss. (sammanfattning) Stockholm : Karol. inst., 2004. / Härtill 4 uppsatser.

Thesis (D. Min.)--Columbia International University, 2007. / Typescript. "April, 2007." Includes bibliographical references (leaves 332-341).

Thesis (D. Min.)--Columbia International University, 2007. / Abstract. Includes bibliographical references (leaves 332-341).