Dispositional coping styles and adult literacy : exploring stress and coping in adult vocational training environments : a thesis presented in partial fulfilment of the requirements of the degree of Doctor of Philosophy in Psychology at Massey University, New Zealand
Year: 2009
Type: dissertation
Study design: Observational Study
Abstract: Since the publication of the International Adult Literacy Survey (IALS) findings in 1996, \ngovernments internationally have been cognisant of the need for functional literacy skill training \nfor large segments of the New Zealand working-age population (Culligan1, Arnold, Noble, & \nSligo, 2004; Ministry of Education, 2001; OECD, 2000). Individuals with low literacy levels \ngenerally report negative prior experiences of formal learning environments that are due to and \nhave contributed to their current functional literacy capability (for example, see Neubauer & \nDusewicz, 1988; Ross, 1987, 1988; Tilley et al., 2006). \nThe present study aimed to systematically investigate and measure the dispositional coping \nstyles and strategies associated with differing prose literacy capabilities. The purpose of this \nproject was to provide an understanding of the coping-literacy relationship as a first step toward \nthe development of coping strategy training interventions specifically targeted at improving the \neducational experience (current and future) of low literacy individuals. Secondary aims of the \ncurrent study included exploring the relationship between persistence and coping style, \nadaptability, and prose literacy; determining whether and how coping styles, adaptability, and \nprose literacy changed over time; and, assessing the relationship between prose literacy, coping \nstyle, adaptability, and post-course goal achievement. \nFifty-six students in adult vocational programmes were interviewed pre- and post-course. At \neach time point assessments of dispositional coping style and strategies via use of the COPE \ntool (Carver, Scheier, & Weintraub, 1989) were gathered, as were measures of emotional \nintelligence (including adaptability), and prose literacy score. Participants also took part in a \nsemi-structured qualitative interview which gathered information on their educational and \nemployment history, and goals post-course. Situational assessments of coping behaviours \noutside of the course were also gathered as part of a larger study for future analysis purposes \nand are outside the scope of this thesis. Respondents were also interviewed at three and six \nmonths post-course to determine achievement or non-achievement of post-course goals. \nLow prose literacy scores were significantly associated with more frequent use of emotionfocused \ncoping strategies (particularly avoidance). Higher prose literacy scores were \nsignificantly associated with more frequent use of problem-focused coping strategies. Indicative \ndata showed that non-persisting participants showed higher emotion-focused coping strategy use \nthan their persisting counterparts alongside lower prose literacy scores. Further, emotionfocused \ncoping, adaptability, and prose literacy score were found to change significantly over \ntime. However, post-course goal achievement was not significantly associated with any of the \nvariables of interest except bivariately with prose literacy. \nThe model of transactional stress and coping (Lazarus, 1966; Lazarus & Folkman, 1984) \nand the control theory of self-regulation (Carver & Scheier, 1981, 2000) provided a framework \nfor the discussion of the dispositional coping styles and strategies used by individuals of \ndiffering prose literacy ability. It was argued that a negative self-schema of the individual as a \nlearner is developed through prior negative experiences of formal education. It was \nhypothesised that this negative self-schema, built from a low self-confidence and fear of \neducational failure and rejection, predisposed the individual to a heightened negative self-focus. \nThis in turn was proposed to direct attention to the self and the associated emotional aspects of a \nresponse to a stressor, leading to a bias towards habitual coping strategies of avoidance and less \nfrequent use of problem-focused strategies by this group. \nThese findings and the associated interpretations have implications for the future \ndevelopment of coping strategy training interventions for individuals with low functional \nliteracy competencies who wish to re-engage with formal education.
Author: Nicola Sheree Murray
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W649710065