Special Issue "Strategies for Coping With Daily Stress and Related Educational and Psychosocial Factors"

Special Issue Editor

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 behavior; social skill
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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

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Keywords

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

Published Papers (6 papers)

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Research

Article
Preliminary Validation Study of the Intrinsic Religious Motivation Scale and the Centrality of Religiosity Scale for the Portuguese Population
Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 908-922; https://doi.org/10.3390/ejihpe11030067 (registering DOI) - 18 Aug 2021
Viewed by 275
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
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Article
The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations
Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 878-893; https://doi.org/10.3390/ejihpe11030065 - 17 Aug 2021
Viewed by 286
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
Article
Positive Massage: An Intervention for Couples’ Wellbeing in a Touch-Deprived Era
Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 450-467; https://doi.org/10.3390/ejihpe11020033 - 23 May 2021
Viewed by 686
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
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Article
Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support
Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 334-344; https://doi.org/10.3390/ejihpe11020025 - 31 Mar 2021
Cited by 1 | Viewed by 845
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
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Article
Sociodemographic Characteristics and Stress of People from Spain Confined by COVID-19
Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1095-1105; https://doi.org/10.3390/ejihpe10040077 - 03 Dec 2020
Cited by 3 | Viewed by 1333
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
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Article
Mindfulness-Based Programs Improve Psychological Flexibility, Mental Health, Well-Being, and Time Management in Academics
Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1035-1050; https://doi.org/10.3390/ejihpe10040073 - 03 Nov 2020
Cited by 1 | Viewed by 1191
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
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