Year: 1996
Type: dissertation
Study design: Observational Study
Abstract: Emotion-focused coping and problem-focused coping are examined in relation to dysphoria, anxiety, anger, social support, stress, and end-of-semester introductory psychology course points. Female introductory psychology students (N = 2 69) at Texas Tech University completed self-report measures related to these variables at Time 1. At Time 2, six weeks later, 245 of these students completed these self-report measures again. As hypothesized, emotion-focused coping was significantly, and positively, related to dysphoria, anxiety, anger, and stress across time periods. Furthermore, problem-focused coping was significantly, and negatively, associated with all of these variables over time, excluding anger. Higher problem-focused coping at Time 2 was significantly related to less anger at the same time period. A significant negative association was found between emotion-focused coping at Time 1 and satisfaction with social support across time. Moreover, emotion-focused coping at Time 2 was significantly, and negatively, related to satisfaction with social support at the second time period. Higher emotion-focused coping across time was also significantly related to lower end-of-semester introductory psychology points.
Author: Sherry L. Whatley
Language: English
Topic: Student Stress and Coping
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2277875725