How Brunei trainee teachers cope with distress: counseling implications
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 partici...
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| Format: | Article |
| Language: | English |
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BMC
2017-11-01
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| Series: | BMC Research Notes |
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| Online Access: | http://link.springer.com/article/10.1186/s13104-017-2922-0 |
| _version_ | 1811296654639235072 |
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| author | Lawrence Mundia |
| author_facet | Lawrence Mundia |
| author_sort | Lawrence Mundia |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-13T05:52:41Z |
| format | Article |
| id | doaj.art-e83149a4533d436a94d14d970e97cc35 |
| institution | Directory Open Access Journal |
| issn | 1756-0500 |
| language | English |
| last_indexed | 2024-04-13T05:52:41Z |
| publishDate | 2017-11-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Research Notes |
| spelling | doaj.art-e83149a4533d436a94d14d970e97cc352022-12-22T02:59:43ZengBMCBMC Research Notes1756-05002017-11-011011610.1186/s13104-017-2922-0How Brunei trainee teachers cope with distress: counseling implicationsLawrence Mundia0Psychological Studies and Human Development Academic Group, Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei DarussalamAbstract 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.http://link.springer.com/article/10.1186/s13104-017-2922-0DistressWays of CopingTeacher educationTrainee teachersBrunei |
| spellingShingle | Lawrence Mundia How Brunei trainee teachers cope with distress: counseling implications BMC Research Notes Distress Ways of Coping Teacher education Trainee teachers Brunei |
| title | How Brunei trainee teachers cope with distress: counseling implications |
| title_full | How Brunei trainee teachers cope with distress: counseling implications |
| title_fullStr | How Brunei trainee teachers cope with distress: counseling implications |
| title_full_unstemmed | How Brunei trainee teachers cope with distress: counseling implications |
| title_short | How Brunei trainee teachers cope with distress: counseling implications |
| title_sort | how brunei trainee teachers cope with distress counseling implications |
| topic | Distress Ways of Coping Teacher education Trainee teachers Brunei |
| url | http://link.springer.com/article/10.1186/s13104-017-2922-0 |
| work_keys_str_mv | AT lawrencemundia howbruneitraineeteacherscopewithdistresscounselingimplications |