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Strategies for Coping with Daily Stress and Related Educational and...
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Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: closed (31 March 2022) | Viewed by 64209

Special Issue Editor

Prof. Dr. Francisco Manuel Morales Rodríguez

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Guest Editor
Department of Educational and Developmental Psychology, Faculty of Psychology, University of Granada, Campus Universitario de Cartuja, 18071 Granada, Spain
Interests: educational psychology; coping strategies; daily stress; academic engagement; generic competences; affective–sexual diversity; prosocial behaviour; social skill
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Coping strategies have been considered as conscious and voluntary efforts to regulate emotions, behaviors, cognitions, and psychophysiology, as well as environment variables in response to the stress of everyday events. There is growing interest in evaluating coping strategies in the face of those small everyday disturbances that can have a greater impact on health, other than other major or chronic life events, for which there is even less empirical evidence.

The differential use of strategies results in different adaptation and mental health outcomes. A relationship has been shown between the strategies used; the stressful situations; and the prediction of psychopathology and maladjustment, or, on the contrary, of mental health. The use of productive and effective coping strategies in the face of problems of school coexistence and the deterioration of interpersonal relationships, which is currently frequent in educational centers, is associated with more favorable results of socio-emotional adaptation, and a greater degree of adaptation, empathy, prosocial behavior, and psychological well-being, and may also reduce the possibility of illness and increase the probability of achieving and maintaining higher levels of health and quality of life.

In contrast, unproductive or maladaptive strategies are associated with emotional maladjustment, including symptoms of anxiety and depression, as well as socio-emotional and school maladjustment. Specifically, avoidance strategies are associated with depressive symptoms, increased levels of aggressive behavior, and self-reported anxiety.

It is important to analyze the relationships between the coping strategies of daily stress and other psychoeducational variables such as emotional regulation, aggression, and prosocial behavior, as well as the effect of these last variables on the coping strategies of daily stress, in order to design more effective psychoeducational interventions that promote the use of productive strategies that are associated with lower levels of clinical and educational maladjustment, such as anxiety, and higher levels of social and emotional intelligence, well-being, and quality of life in the different evolutionary stages.

The general purpose of this Special Issue is to invite you to submit articles (either empirical research or reviews) that expand the current state of knowledge about the coping strategies used in different situations of everyday stress, and their relationships with other factors or variables that may have relevant educational and clinical implications, in order to address those unproductive strategies to combat everyday stress considering the effect of protective variables such as emotional intelligence or others in future programs to improve welfare, trying to avoid possible pathologies to everyday problems in academia, related to disease, social problems, and the family unit. Special attention will also be given to original and innovative contributions to the training of strategies such as effective communication, optimistic thinking, decision making, adaptive problem solving, time organization, and planning of objectives, or the recent line of intervention in which the way to face daily stress and adversity is based on the application of mindfulness or concentrated attention.

You may choose our Joint Special Issue in Sustainability.

Dr. Francisco Manuel Morales Rodríguez
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • environment
  • daily stress
  • coping strategies
  • adjustment
  • adaptation
  • assessment
  • development
  • context
  • cultural influence
  • educational and psychosocial factors

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Published Papers (10 papers)

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Editorial

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3 pages, 210 KiB  
Editorial
Coping with Everyday Stress, Assessment and Relationships, Psychological Adjustment, Well-Being and Socioemotional Adjustment
by Francisco Manuel Morales Rodríguez
Eur. J. Investig. Health Psychol. Educ. 2022, 12(8), 945-947; https://doi.org/10.3390/ejihpe12080068 - 1 Aug 2022
Cited by 1 | Viewed by 1881
Abstract
The use of effective or functional coping strategies guarantees quality of life and psychological well-being in different stages of development [...] Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)

Research

Jump to: Editorial

14 pages, 350 KiB  
Article
Nomophobia (No Mobile Phone Phobia) and Psychological Health Issues among Young Adult Students
by Nasrin Abdoli, Dena Sadeghi-Bahmani, Nader Salari, Mehdi Khodamoradi, Vahid Farnia, Somayeh Jahangiri, Annette Beatrix Brühl, Kenneth M. Dürsteler, Zeno Stanga and Serge Brand
Eur. J. Investig. Health Psychol. Educ. 2023, 13(9), 1762-1775; https://doi.org/10.3390/ejihpe13090128 - 12 Sep 2023
Cited by 3 | Viewed by 4051
Abstract
Background: Smart phone use has become a part of people’s everyday life. However, when the lack of using the smart phone to establish and maintain electronic communication is related to psychological distress, such a behavior may be considered a modern-age phobia, or nomophobia [...] Read more.
Background: Smart phone use has become a part of people’s everyday life. However, when the lack of using the smart phone to establish and maintain electronic communication is related to psychological distress, such a behavior may be considered a modern-age phobia, or nomophobia (no mobile phone phobia). The aims of the present study were to investigate among a sample of young adults the associations between scores for nomophobia and symptoms of depression, anxiety, stress, insomnia, and obsessive–compulsive disorders. Methods: A total of 537 students (mean age: 25.52 years; 42.3% females) participated in the study. They completed a booklet of self-rating questionnaires covering sociodemographic information and symptoms of nomophobia, depression, anxiety, stress, insomnia, and obsessive–compulsive disorders. Results: Higher scores for nomophobia were associated with higher scores for depression, anxiety, and stress, but not with scores for insomnia and obsessive–compulsive disorders. The regression model confirmed that symptoms of anxiety predicted nomophobia. Conclusions: The present results support the assumption that nomophobia appears to be a mood disturbance related to stronger associations with symptoms of anxiety and, to a lesser extent, with symptoms of depression and stress. By contrast, nomophobia appeared to be unrelated to insomnia and symptoms of obsessive–compulsive disorders. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)
14 pages, 322 KiB  
Article
Perceived Safety of Learning Environment and Associated Anxiety Factors during COVID-19 in Ghana: Evidence from Physical Education Practical-Oriented Program
by Frank Quansah, John Elvis Hagan, Jr., Francis Sambah, James Boadu Frimpong, Francis Ankomah, Medina Srem-Sai, Munkaila Seibu, Richard Samuel Kwadwo Abieraba and Thomas Schack
Eur. J. Investig. Health Psychol. Educ. 2022, 12(1), 28-41; https://doi.org/10.3390/ejihpe12010003 - 1 Jan 2022
Cited by 20 | Viewed by 4820
Abstract
The outbreak of COVID-19 led to the swift migration to alternate instructional delivery models and pedagogical practices in educational institutions. This study examined the perceived safety of the learning environment and associated anxiety factors among physical education students amidst COVID-19. Using a cross-sectional [...] Read more.
The outbreak of COVID-19 led to the swift migration to alternate instructional delivery models and pedagogical practices in educational institutions. This study examined the perceived safety of the learning environment and associated anxiety factors among physical education students amidst COVID-19. Using a cross-sectional design, a sample of 638 students drawn purposively and conveniently from a public university in Ghana completed a self-developed questionnaire. Frequency counts, percentages, and ordered logistic regression were used to analyze the data. Findings of the study showed that students perceived the practical lesson environment as unsafe, with self-reported moderate to high levels of anxiety during their practical lessons. The ordered logistic regression results revealed that varied factors such as age, COVID-19 information platforms, certainty about personal safety, and adequacy of preparation to manage COVID-19 cases were associated with anxiety. The study concluded that an unsafe practical physical education learning environment increases the anxiety levels of students. Academic departments/units should provide periodic interventions (e.g., positive self-talk, mental rehearsal, cognitive restructuring) and counseling services for students amidst the ongoing pandemic to help moderate situational-specific anxiety. In addition, key to the management of students’ anxiety is the provision of a safe and supportive school environment, including the provision of adequate personal protective equipment for practical lessons by school authorities. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)
18 pages, 537 KiB  
Article
Are Coping Strategies with Well-Being in Deaf and Blind Parents Related?
by Maria Luisa Indiana, Elisabetta Sagone and Salvatore Luciano Orazio Fichera
Eur. J. Investig. Health Psychol. Educ. 2021, 11(4), 1422-1439; https://doi.org/10.3390/ejihpe11040102 - 17 Nov 2021
Cited by 2 | Viewed by 4034
Abstract
The main purpose of this cross-sectional study, carried out with deaf parents and blind parents, is to analyze the association of coping strategies, life satisfaction, well-being, and generalized self-efficacy, compared to a group of parents without a sensory loss. The Coping Orientation to [...] Read more.
The main purpose of this cross-sectional study, carried out with deaf parents and blind parents, is to analyze the association of coping strategies, life satisfaction, well-being, and generalized self-efficacy, compared to a group of parents without a sensory loss. The Coping Orientation to Problems Experienced, Satisfaction with Life, Generalized Self-efficacy, and Psychological Well-Being scales were applied. Results indicate that: (1) deaf parents and blind parents search for social support, use avoidance, and turn to religion more than those without a sensory loss; (2) deaf parents are more satisfied with life than blind parents and those without a sensory loss; (3) deaf parents and blind parents perceive themselves as less efficacious than those without a sensory loss; (4) deaf parents and blind parents report lower psychological well-being (autonomy and personal growth) than those without a sensory loss, except for self-acceptance. Searching for social support and turning to religion are negatively associated with life satisfaction in deaf parents and those without a sensory loss; further, these coping strategies (together with avoidance) affect the psychological well-being of deaf parents and parents without a sensory loss. Future research could investigate deeper into the effects of these dimensions on well-being and the styles of parenting in these families. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)
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15 pages, 962 KiB  
Article
Preliminary Validation Study of the Intrinsic Religious Motivation Scale and the Centrality of Religiosity Scale for the Portuguese Population
by Pedro Araújo, Sara Gomes, Diogo Guedes Vidal, Hélder Fernando Pedrosa e Sousa, Maria Alzira Pimenta Dinis and Ângela Leite
Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 908-922; https://doi.org/10.3390/ejihpe11030067 - 18 Aug 2021
Cited by 7 | Viewed by 4341
Abstract
Religion is a construct widely present in most people’s lives. Religious motivations, either intrinsic or extrinsic, as well as religious centrality, are crucial aspects of religion. In the Portuguese population, there are no validated instruments to assess these aspects of religion. Accordingly, this [...] Read more.
Religion is a construct widely present in most people’s lives. Religious motivations, either intrinsic or extrinsic, as well as religious centrality, are crucial aspects of religion. In the Portuguese population, there are no validated instruments to assess these aspects of religion. Accordingly, this study intends to validate the Intrinsic Religious Motivation Scale (IRMS) and the Centrality of Religiosity Scale (CRS) for the Portuguese population. This is a validation study whose sample consists of 326 participants (73.1% women) from the general population. Exploratory and confirmatory factor analyses were carried out and the correlations between the constructs and self-compassion were determined to assess the convergent and divergent validity. The results obtained confirm the existence of models adjusted to the population, allowing us to conclude that the instruments are reliable for assessing the studied constructs. The validation of the IRMS and CRS for the Portuguese population is of outstanding importance, as it provides researchers in the field with valid instruments and psychometric qualities to carry out research within religion and religiosity. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)
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16 pages, 333 KiB  
Article
The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations
by Rail M. Shamionov, Marina V. Grigoryeva, Aleksey V. Sozonnik and Elena S. Grinina
Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 878-893; https://doi.org/10.3390/ejihpe11030065 - 17 Aug 2021
Cited by 6 | Viewed by 3539
Abstract
Difficulties that junior adolescents (aged 11–13 years old) experience in terms of academic adaptation, which are indicated through school anxiety and academic wellbeing characteristics, often lead to a dramatic decrease in academic performance, behavioral problems, and deterioration of their health. The purpose of [...] Read more.
Difficulties that junior adolescents (aged 11–13 years old) experience in terms of academic adaptation, which are indicated through school anxiety and academic wellbeing characteristics, often lead to a dramatic decrease in academic performance, behavioral problems, and deterioration of their health. The purpose of this investigation is to determine the structure of characteristics of school wellbeing/ill-being of junior adolescents and their role in variations of school anxiety, which largely define academic adaptation. In this study, based on positive psychology and a systematic approach, the level of distinctiveness of characteristics of school wellbeing is carried out with the help of comparative analysis; the factor structure of these characteristics is identified; the characteristics of wellbeing and their coordinated combinations (factors) are determined as predictors of school anxiety. The sample consisted of 120 students of the 5th–7th grades, aged M = 11.5; SD = 1.04 (49.2% girls, 50.8% boys) who attended Saratov secondary schools. To study the level of school anxiety, we used the Philips’ School Anxiety Scale (SAS), and indicators of school wellbeing were measured with the original scales developed by the authors of the study. Statistical processing of the results was carried out with regression analysis and factor analysis. The results showed that the school wellbeing of junior adolescents forms a complex structure that includes cognitive, personal, emotional, social, and psychophysiological characteristics of school life. It was found that from 16% up to 53% of the deviation of variables characterizing school anxiety is conditioned by the assessment of variables characterizing emotional states, the ability of self-regulation, cognitive capabilities, and interest in learning. The study determined a high level of tension in adolescents in the field of emotions’ self-regulation, unpleasant physical sensations at school, before and after attending school, in the course of planning their school day and reflecting on educational activities. The most powerful factors of school anxiety in junior adolescents are physical distress, low ability to self-regulate and social adaptation, lack of independence in a learning activity, and personal immaturity. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)
18 pages, 1188 KiB  
Article
Positive Massage: An Intervention for Couples’ Wellbeing in a Touch-Deprived Era
by Sayuri M. Naruse and Mark Moss
Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 450-467; https://doi.org/10.3390/ejihpe11020033 - 23 May 2021
Cited by 7 | Viewed by 7179
Abstract
COVID-19 has brought not only fear and anxiety, but also legitimate restrictions of communication and consequential touch-deprivation in our daily lives. Couples’ relational wellbeing continues to be impacted by these COVID-19 related stressors. Protecting both personal and relational wellbeing is therefore particularly important [...] Read more.
COVID-19 has brought not only fear and anxiety, but also legitimate restrictions of communication and consequential touch-deprivation in our daily lives. Couples’ relational wellbeing continues to be impacted by these COVID-19 related stressors. Protecting both personal and relational wellbeing is therefore particularly important at this time. Using a preventative intervention approach, the current paper argues the theoretical benefit of the Positive Massage programme and reports a qualitative analysis of stressed but healthy couples’ experience of engaging in the programme. Thirty-four participants completed 3 weekly classes and home-based practice of massage exchange. Data from an open text online questionnaire completed every week of the programme and again 3 weeks afterwards were analysed using thematic analysis. The identified themes included “holistic stress relief”, “relationship-promotion”, and “selves-care skill”. Couples perceived Positive Massage as an effective mutual support skill to relax and help one another by de-stressing, both emotionally and physically through verbal and nonverbal communication, creating gratitude, deeper connection and self-efficacy via quality time together and pleasurable touch. Theoretically and experientially, Positive Massage can be an effective preventative selves-care skill. Promoting the concept of selves-care and its practical application through Positive Massage would be beneficial for couples’ personal and relational wellbeing in a touch-deprived era. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)
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11 pages, 659 KiB  
Article
Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support
by Luciano Romano, Giacomo Angelini, Piermarco Consiglio and Caterina Fiorilli
Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 334-344; https://doi.org/10.3390/ejihpe11020025 - 31 Mar 2021
Cited by 53 | Viewed by 18396
Abstract
Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such [...] Read more.
Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such as teacher emotional support and how students perceive it, as it could contribute to foster the abovementioned relationship. The present study aimed to examine the links between academic resilience, perceived teacher emotional support, and school engagement. Moreover, the mediating role of perceived teacher emotional support was investigated. A sample of 205 Italian high school students (58.5% female), aged 14–19 years (M = 16.15, SD = 1.59), completed self-report questionnaires on academic resilience, perceived teacher emotional support, and school engagement. A structural equation model (SEM) was used to test the mediation hypothesis. The results showed that academic resilience was associated with perceived teacher emotional support, and both of them were related to school engagement. Furthermore, perceived teacher emotional support partially mediated the relationship between academic resilience and school engagement. Findings were discussed by underlining the importance of fostering personal and contextual resources in the school context to promote students’ well-being. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)
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11 pages, 1091 KiB  
Article
Sociodemographic Characteristics and Stress of People from Spain Confined by COVID-19
by Susana Rodríguez, Antonio Valle, Isabel Piñeiro, Carolina Rodríguez-Llorente, Estefanía Guerrero and Ludmila Martins
Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1095-1105; https://doi.org/10.3390/ejihpe10040077 - 3 Dec 2020
Cited by 18 | Viewed by 5026
Abstract
This study responds to the need to explore the individual characteristics that may help us to understand the levels of stress involved in the significant COVID-19-related restrictions to people’s daily lives. In order to understand levels of stress and stress control during the [...] Read more.
This study responds to the need to explore the individual characteristics that may help us to understand the levels of stress involved in the significant COVID-19-related restrictions to people’s daily lives. In order to understand levels of stress and stress control during the COVID-19 confinement, 1269 people from Spain (17.5% men) aged between 18 and 70 completed the Perceived Stress Scale (PSS-14). The results indicated that people aged under 40, and especially those under 25, women, and those on low incomes reported higher rates of confinement stress. The nature of where people live, and their working situation during confinement also contributed to people’s stress response, although with lower levels of impact. In this context, our study suggests that the levels of stress in those who combine remote working with in situ working were lower than those who had other working conditions. Our study contributes significant information to understanding the effects of confinement, and its results may be used to inform intervention tools and programs. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)
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16 pages, 578 KiB  
Article
Mindfulness-Based Programs Improve Psychological Flexibility, Mental Health, Well-Being, and Time Management in Academics
by Gabriel A. B. Marais, Sophie Lantheaume, Robin Fiault and Rebecca Shankland
Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1035-1050; https://doi.org/10.3390/ejihpe10040073 - 3 Nov 2020
Cited by 22 | Viewed by 8891
Abstract
(1) Background: Occupational stress is high in academia, and is partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the [...] Read more.
(1) Background: Occupational stress is high in academia, and is partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the effects of a mindfulness-based program on academics’ psychological flexibility, mental health, well-being, and time management. (2) Methods: The study was conducted in a French research department. Participants were offered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety, and depression symptoms), well-being, and time use were collected before and after the eight week program. (3) Results: Results showed that psychological flexibility, mental health, well-being, and efficient time use significantly increased in the intervention group compared to the control condition. (4) Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)
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