CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is a summary of the literature of other studies that are guarantee to

the researchers’ topic. The information gathered are compiled by the researchers, which

are taken from reliable sources that would meet the main description or objective of the

study and to further interpret the terms being used. This research focuses on the stress

coping mechanisms being challenge by the STEM students in Mahonri Academy and

Science High School. In addition, this chapter’s main goal is to give more background or

information for the readers to widen their knowledge about these stress coping

mechanisms.

Foreign Studies

(1) In this pilot study, the authors examined the effectiveness of a 4-week

resilience intervention to enhance resilience, coping strategies, and protective factors, as

well as decrease symptomatology during a period of increased academic

stress. Participants and Methods: College students were randomly assigned to

experimental (n= 30) and wait-list control (n = 27) groups. The experimental group

received a psychoeducational intervention in 4 two-hour weekly sessions. Measures of

resilience, coping strategies, protective factors, and symptomatology were administered

pre- and post-intervention to both groups. Results: Analyses indicated that the

experimental group had significantly higher resilience scores, more effective coping

strategies (i.e., higher problem solving, lower avoidant), higher scores on protective

factors (i.e., positive affect, self-esteem, self-leadership), and lower scores on

symptomatology (i.e., depressive symptoms, negative affect, perceived stress) post

intervention than did the wait-list control group. Conclusions: These findings indicate
that this resilience program may be useful as a stress-management and stress-prevention

intervention for college students.

Evaluation of a Resilience Intervention to Enhance Coping Strategies and Protective

Factors and Decrease Symptomatology
Mary Steinhardt EdD, LPC &Christyn Dolbier PhD
Pages 445-453 | published online: 07 Aug 2010

(2) This study examined 3 coping strategies (reflective, suppressive, and reactive),

along with self-esteem, as moderators of the relation between perceived discrimination

and depressive symptoms. International students (N = 354) from China, India, Korea,

Taiwan, and Hong Kong provided data via an online survey. The role of perceived

general stress was statistically controlled. Hierarchical regression analyses indicated a

significant direct effect of perceived discrimination, a significant 2-way interaction of

perceived discrimination and suppressive coping, and a significant 3-way interaction of

perceived discrimination, reactive coping, and self-esteem in predicting depressive

symptoms. An increased tendency to use suppressive coping appeared to strengthen the

association between perceived discrimination and depressive symptoms. In contrast, the

association between perceived discrimination and depressive symptoms was not

significant when reactive coping was infrequently used, but only for students with

relatively high self-esteem. (PsycINFO Database Record (c) 2016 APA, all rights

reserved)

Wei, M., Ku, T.-Y., Russell, D. W., Mallinckrodt, B., & Liao, K. Y.-H. (2008).

(3) This study examined the features about coping styles of psychological stress

for college students. 2007 students were asked to answer the questionnaire on coping

styles of psychological stress. The results showed that: (1) the questionnaire had good

validity of content and prediction, as well as ideal inter-item consistency and stability. (2)

In general mental regulated mechanism was main coping style of college students,

whereas using self-defense and exterior dredging were less. (3) The coping styles of

seeking help, oppression, illusion and regulating emotion were used by the freshmen. the
coping styles of self-defense mechanism and summarizing experience were mainly used

by sophomore and junior, while the coping styles of mental regulated mechanism were

mainly used by senior. (4) The coping styles of girls were better than boys'. The college

students from country often used oppression and summarizing experience, the college

students from city like to use the catharsis. The coping styles of negative defense

mechanism were mainly used by the singleton in college students.

《Psychological Science》 2005-01

A Research on College Students' Coping Styles of Psychological Stress
Zhang Lin, Che Wenbo, Li Bing (Department of Social Psychology, Jilin University,
Changchun, 130012)

(4) Background. School teaching seems to be particularly stressful. The stress

model of Lazarus and colleagues and its adaptation to educational settings by Kyriacou

and Sutcliffe is the basis for an analysis of antecedents and consequences of teacher

stress. Aims. The first aim was to test the theoretical model of teacher stress on a large

sample using structural equation statistics (study I). The results should then be cross-

validated and the model enlarged by additional operationalization’s (study II). Samples.

Heterogeneous samples of German school teachers (study I: N = 356, study II: N = 201).

Methods. In study I, standardized questionnaires measuring workload and mobbing as

stressors, physical symptoms as stress reactions, and social support and self-efficacy as

moderating variables. In addition to these concepts, coping strategies, burnout and

absenteeism were assessed in study II. Results. The structural equation modelling in

study I revealed that the predications of the stress model hold true: Workload and

mobbing lead to stress reactions, whereas principal support reduces the perception of

workload and mobbing. Global support and self-efficacy moderate the relationships

between the variables. These results were confirmed in study II and the model was

enlarged by burnout and coping strategies. With all concepts, 12% of the variance of

absenteeism can be explained. Conclusions. Limitations of the studies, using cross-

sectional data and self-reported measures are discussed. Practical implications for

improving the situation are provided.

Stress and strain in teaching: A structural equation approach
Authors
Rolf Van Dick, Ulrich Wagner
First published: June 2001

(5) Background: Research into stress among psychiatrists has attempted to

identify stressors, which can lead to physical illness and psychological distress.

Aims: The aim of the study was systematically to review the current evidence for the

effectiveness of stress management interventions for those working in the psychiatric

profession.

Method: A systematic review of the current literature was conducted into stress and stress

management within the profession of psychiatry.

Results: Twenty-three international studies were included in the psychiatry section of the

review. Psychiatrists report a range of stressors in their work, including stress associated

with their work and personal stresses. One personal stress, which psychiatrists find very

difficult to cope with is patient suicide. Coping strategies include support from colleagues

and outside interests. No studies evaluated the use of stress-management interventions for

psychiatrists.

Conclusions: Psychiatry is a stressful profession. Psychiatrists identified several stressors

in their professional and personal lives.

Stress, Burnout, Coping and Stress Management in Psychiatrists: Findings from a

Systematic Review
Anne Fothergill, Deborah Edwards, Philip Burnard
First Published March 1, 2004

Local Studies
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