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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, Part II

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Psychology of Sustainability and Sustainable Development".

Deadline for manuscript submissions: closed (30 November 2023) | Viewed by 12322

Special Issue Editors

Prof. Dr. Francisco Manuel Morales Rodríguez

E-Mail Website
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
Dr. Juan Pedro Martínez-Ramón

E-Mail Website
Guest Editor
Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
Interests: coexistence; attention to diversity; bullying; burnout; coping strategies; stress; social skills; artificial neural networks; educational psychology
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear colleagues:

More and more studies dealing with how to cope with everyday stress are coming out. Evidence shows that effective coping strategies are associated with better socioemotional adaptation and higher levels of well-being and prosocial behaviors in the educational context. Non-functional strategies are associated with more aggressive behaviors and internalized symptomatology such as school anxiety, academic stress, burnout, bullying, and depression, among others. With the outbreak of the COVID-19 pandemic, it has become even more important to assess the coping strategies for daily stress used in different contexts.

The aim of the Special Issue is to invite you to submit articles that deal with coping strategies for everyday stress in different contexts or situations and the factors that may be related to and influence the coping process, especially from a systemic, dynamic, or ecologically changing perspective due to the situation generated by COVID-19 and its enormous impact on the educational, family, social, and health contexts.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Coping with everyday stress in different contexts, situations, and environments;
  • Assessment of coping strategies and relationships with adjustment, coping, and psychological well-being;
  • Influence of different factors or variables on the differential use of coping strategies;
  • Improving coexistence, attention to diversity, and coping strategies;
  • Bullying and coping strategies;
  • Burnout and teacher stress;
  • Coexistence, stress, and coping strategies;
  • Addictions and coping strategies;
  • Coping, daily stress, and mindfulness;
  • Self-esteem, resilience, and educational psychology;
  • Effective communication, acquisition of soft skills, empathy, and emotional intelligence;
  • Differences in the use of coping strategies depending on the culture;
  • Coping, internalized symptomatology, externalized symptomatology, etc.

We look forward to receiving your contributions.

Dr. Francisco Manuel Morales Rodríguez
Dr. Juan Pedro Martínez-Ramón
Guest Editors

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. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

  • adversity
  • ecological or changing context
  • coping strategies
  • COVID-19
  • daily stress
  • psychological well-being
  • school and family coexistence
  • socio-emotional adaptation
  • health
  • intervention

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (5 papers)

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Research

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19 pages, 1232 KiB  
Article
“Seeking Resilience, Sustaining Development”: A Self-Narrative Study of Early Career English Teacher Resilience from an Ecological Perspective
by Siyu Duan, Wenxiu Chu and Honggang Liu
Sustainability 2023, 15(16), 12386; https://doi.org/10.3390/su151612386 - 15 Aug 2023
Cited by 7 | Viewed by 1941
Abstract
Teacher resilience has been an increasingly hot topic in the booming perspective of positive psychology. It has often been conceptualized as the capacity to bounce back from teaching adversities that form in the process of dynamic and complex interaction and interconnection between teachers [...] Read more.
Teacher resilience has been an increasingly hot topic in the booming perspective of positive psychology. It has often been conceptualized as the capacity to bounce back from teaching adversities that form in the process of dynamic and complex interaction and interconnection between teachers and the context in which they operate. However, scant attention has been paid to unveiling the fluctuation and process developmental mechanism of early career English teacher resilience, especially from an ecological perspective. A self-narrative study could serve as a bridge to understand teachers’ capacity for resilience to navigate multiple challenges, discover and reconstruct themselves and ensure recovery and development in their daily interaction with their environment. Against this backdrop, the present study adopted a self-narrative method to explore the dynamic development and influencing factors of early career English teacher resilience. Results concerning early career English teacher resilience displayed an approximate V-shaped developmental trajectory evincing a Fighting–Lying flat–Seeking balance–Fighting–Fighting transition during the early stages of an educational career. Additionally, this was affected by various personal factors (i.e., previous experience, belief, motivation and well-being) and contextual factors (i.e., students, family and colleagues) over the past five years. In light of these findings, implications are proposed for fostering early career teachers’ resilience to deal with setbacks and promoting their sustainable professional development. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors, Part II)
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23 pages, 470 KiB  
Article
A Study of the Effects of a Diet with Functional Foods on the Adaptogenicity of First-Year Students to the Student Lifestyle
by Andrei V. Tarasov, Rofail S. Rakhmanov, Elena S. Bogomolova, Natalia A. Skoblina, Svetlana Ivanova, Stanislav Sukhikh and Olga Babich
Sustainability 2023, 15(12), 9594; https://doi.org/10.3390/su15129594 - 15 Jun 2023
Viewed by 1889
Abstract
Background: The period of rapid transition from school to university is associated with a complex of negative stress factors caused by social and professional adaptation, irregular daily routine, sleep, and nutrition. During this period, the inclusion of functional foods in students’ diets has [...] Read more.
Background: The period of rapid transition from school to university is associated with a complex of negative stress factors caused by social and professional adaptation, irregular daily routine, sleep, and nutrition. During this period, the inclusion of functional foods in students’ diets has an increasingly beneficial effect on their health. This study aimed to evaluate the impact of diets with functional foods (vegetable and protein–vegetable) on health indicators while minimizing the negative impact of adaptation and acclimatization on the body of first-year university students at the start of their studies. Materials and Methods: A total of 150 first-year students were randomly selected. Biochemical tests, enzyme immunoassays, and analyses of serum immunoglobulin levels and mineral and vitamin content in first-year students’ blood were performed. Results and discussion: Protein–vegetable products are more potent compared to plant-based ones in increasing the body’s natural resistance to all types of stress due to their high protein content. The other functional product had a higher content of carbohydrates. In addition, they differed in the content of minerals and vitamins. Conclusions: The importance of a rational diet increases exponentially during the period of adaptation and acclimatization when the emotional, mental, and physical workload increases. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors, Part II)
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14 pages, 516 KiB  
Article
Mindfulness Abilities Are Associated with Anxiety Levels, Emotional Intelligence, and Perceived Self-Efficacy
by Inés Martínez-Pérez, Almudena García-Rodríguez, Francisco Manuel Morales-Rodríguez and José Manuel Pérez-Mármol
Sustainability 2023, 15(6), 4729; https://doi.org/10.3390/su15064729 - 7 Mar 2023
Cited by 3 | Viewed by 2981
Abstract
This study examined the relationship between anxiety, emotional intelligence, perceived self-efficacy, and mindfulness abilities. A total of 205 Spanish university students were assessed for mindfulness (Freiburg Mindfulness Inventory-14), state-trait anxiety (State-Trait Anxiety Inventory), emotional intelligence (Trait Meta-Mood Scale-24), and general perceived self-efficacy (General [...] Read more.
This study examined the relationship between anxiety, emotional intelligence, perceived self-efficacy, and mindfulness abilities. A total of 205 Spanish university students were assessed for mindfulness (Freiburg Mindfulness Inventory-14), state-trait anxiety (State-Trait Anxiety Inventory), emotional intelligence (Trait Meta-Mood Scale-24), and general perceived self-efficacy (General Self-Efficacy Scale). The Student’s t-test was used to evaluate the possible differences between sexes for the study variables. Multiple regression analyses were conducted for each sex independently to evaluate the relationship between mindfulness and the other psychological variables, using mindfulness dimensions as a dependent variable. The results showed significant differences between females and males in mindfulness dimensions of self-control (p < 0.001) and acceptance (p = 0.012), and state (p = 0.005) and trait anxiety (p < 0.001). Multiple linear regression analyses revealed that the models for the relationship between mindfulness dimensions (attention, self-control, acceptance, and self-perception) and the other variables differed between females and males. Our results suggest that anxiety, emotional intelligence, and general perceived self-efficacy may be related to mindfulness abilities among a sample of Spanish university students. These findings could inform the development of targeted intervention programs to improve these psycho-emotional abilities. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors, Part II)
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16 pages, 1062 KiB  
Article
Psychoactive Substance Effect on Mental Health and Well-Being Focusing on Student-Aged Lithuanian Cohort of Sexual Minorities
by Marius Baranauskas, Ingrida Kupčiūnaitė and Rimantas Stukas
Sustainability 2022, 14(20), 13063; https://doi.org/10.3390/su142013063 - 12 Oct 2022
Viewed by 2153
Abstract
Mental health refers to cognitive, behavioral, and emotional well-being. However, significant research gaps are still found in disclosing the disparities in mental health outcomes between heterosexual and sexual minority (SM) individuals during the period of 20–24 years of age. Therefore, the aim of [...] Read more.
Mental health refers to cognitive, behavioral, and emotional well-being. However, significant research gaps are still found in disclosing the disparities in mental health outcomes between heterosexual and sexual minority (SM) individuals during the period of 20–24 years of age. Therefore, the aim of this study was to assess the association between the prevalence of psychoactive substance use and the severity of anxiety or depressive symptoms, and well-being across SM and non-SM student-aged populations (N = 1330). This cross-sectional study was conducted in Lithuania over the period of fifteen months following the beginning of the COVID-19 pandemic. This study concentrated on the mental health symptomatology, well-being status, and the prevalence of the psychoactive substance use, which were measured by three screening instruments. In terms of negative well-being, mental health problems, and health-risk behaviors, it was found that the SMs were potentially more exposed than the non-SMs. The current study also revealed a significant impact of substance use (alcohol consumption, cigarette smoking) on the symptoms of anxiety (adjusted odds ratios (AOR) 1.6 (95% confidence interval (CI): 1.0–2.6), AOR 1.5 (95% CI: 1.0–2.2)), and negative well-being (AOR 1.7 (95% CI: 1.0–2.8), AOR 1.7 (95% CI: 1.1–2.5)) across the SM student-aged group. The association between the increased self-administration of cannabis and positive mental health outcomes appertained to milder anxiety symptoms amid SMs has been identified (AOR 0.5 (95% CI: 0.2–0.9)). Given that minority stressors could play an important part in mediating between the sexual orientation and negative outcomes of mental and behavioral health in student-aged populations, health strategies should focus on the development of effective substance abuse and drug prevention programs, both student-centered and SMs-centered, aimed to reduce health-risk behaviors in emerging adulthood. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors, Part II)
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20 pages, 705 KiB  
Review
Promoting Prosociality and Health through Musical Interventions with Groups at Risk of Social Exclusion: A Systematic Review
by Manuel Martí-Vilar, Maria Villalonga-Aragón, Francisco González-Sala, Sergio Hidalgo-Fuentes, César Merino-Soto and Filiberto Toledano-Toledano
Sustainability 2023, 15(23), 16334; https://doi.org/10.3390/su152316334 - 27 Nov 2023
Cited by 1 | Viewed by 2460
Abstract
There is evidence that promoting prosociality through music helps activate participation and integration with the environment, supporting the emergence of empathic responses and fostering bonds between people, especially those with societal inclusion difficulties. The objective of this study was to conduct a systematic [...] Read more.
There is evidence that promoting prosociality through music helps activate participation and integration with the environment, supporting the emergence of empathic responses and fostering bonds between people, especially those with societal inclusion difficulties. The objective of this study was to conduct a systematic review of psychosocial intervention programs that have used musical techniques to promote prosociality in populations at risk of social exclusion. The search was performed following PRISMA methodology guidelines in the Web of Science, Scopus, ERIC, PubMed, and ProQuest databases between 2000 and 2021. A total of 11 studies met the selection criteria. The type of musical activity applied, research design, sample sociodemographic characteristics, measurement instruments and effectiveness were compared. Despite the heterogeneity of the interventions, populations, and contexts among the studies, music was found to be a potential resource for increasing prosocial behaviors, promoting physical and psychological health, and constructing alternatives to antisocial behaviors through the creation of safe spaces for creatively expressing subjectivity, providing prosocial referents, and facilitating cohesive and positive relationships. The limitations highlight the importance of investigating other variables within the studied populations, such as the age of the beneficiaries, the psychosocial problems they present, the level of risk they present, or even their motivations for participating in these programs. It can be concluded that this type of intervention has an impact on the increase in prosocial behaviors in people at risk of social exclusion. However, future studies should address methodological aspects related to the intervention itself, such as the duration of the intervention and the types of activities developed in these programs. Full article
(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors, Part II)
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