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

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: 31 March 2022.

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 European Journal of Investigation in Health, Psychology and Education.

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 papers will be 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 2000 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

Published Papers (6 papers)

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Research

Article
Does Being a Scout Affect Confinement Due to COVID-19? A Comparative Exploratory Descriptive Study with Spanish Adolescents
Sustainability 2021, 13(18), 10409; https://doi.org/10.3390/su131810409 - 18 Sep 2021
Viewed by 901
Abstract
The pandemic caused by SARS-CoV-2 has caused great social changes, some of them not yet described. This article tries to give an answer to how it has impacted Spanish adolescents in the field of domestic activity and how they use their free time [...] Read more.
The pandemic caused by SARS-CoV-2 has caused great social changes, some of them not yet described. This article tries to give an answer to how it has impacted Spanish adolescents in the field of domestic activity and how they use their free time and if there are differences between the normal population and people who have been involved in non-formal education programs, such as Scouts. In addition, young adolescents who actively participate as Scouts have been compared and, if so, belonging to a group has changed their behavior pattern. The sample has been obtained in a probabilistic way representing all the autonomous communities of Spain with a total of 1280 participants. To obtain the data, an online questionnaire was prepared with which qualitative analyzes were subsequently carried out. The results show statistically significant differences in behavior, both in domestic responsibilities and in what they do with their free time. Young Scouts display different behaviors than their non-Scout peers. Full article
Article
School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature
Sustainability 2021, 13(13), 7512; https://doi.org/10.3390/su13137512 - 05 Jul 2021
Cited by 1 | Viewed by 796
Abstract
School refusal behaviour has a major impact on the lives of children and adolescents, seriously affecting their personal, academic and social adjustment. The objectives of this research were: (1) to identify, using latent profile analysis, school refusal behaviour profiles based on the functional [...] Read more.
School refusal behaviour has a major impact on the lives of children and adolescents, seriously affecting their personal, academic and social adjustment. The objectives of this research were: (1) to identify, using latent profile analysis, school refusal behaviour profiles based on the functional model and (2) to analyse the relationship between the identified school refusal behaviour profiles and academic self-attributions in language and literature. The School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS) were administered to 926 Spanish students (51% boys) aged 8 to 11 (M = 9.57; SD = 1.07). Four school refusal behaviour profiles were obtained: low school refusal behaviour, school refusal behaviour by positive reinforcement, mixed school refusal behaviour and high mixed school refusal behaviour. School refuser profiles, characterised by high scores on the first three factors of the SRAS-R (high mixed and mixed school refusal behaviour profiles), reported higher scores on an academic self-attributional style, in which they associate their failures with a lack of ability and effort. Results are discussed, considering the relationship between school refusal behaviour and unsuitable attributional styles in language and literature. Promoting effective coping skills to deal with school failure situations will seek to improve, as far as possible, the needs of all students contributing to a healthy learning environment. Full article
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Article
Psychometric Properties of the Affective Dimension of the Generic Macro-Competence Assessment Scale: Analysis Using Rasch Model
Sustainability 2021, 13(12), 6904; https://doi.org/10.3390/su13126904 - 18 Jun 2021
Viewed by 706
Abstract
The study of the affective dimension of transversal competences is essential for the development of responsible behaviors and maintaining attitudes committed to sustainable development. The importance attributed to each of these factors can predict behavior implementation and awareness of values for sustainable development [...] Read more.
The study of the affective dimension of transversal competences is essential for the development of responsible behaviors and maintaining attitudes committed to sustainable development. The importance attributed to each of these factors can predict behavior implementation and awareness of values for sustainable development that reflect the acquisition and internalization of sustainability-related generic competences. This study aimed to determine the psychometric properties of the affective dimension of the Generic Macro-Competence Assessment (AGMA) scale by applying Rasch measurement model to a sample of Spanish university students, comprising 387 Spanish university students (74.9% women; mean age = 21.24; WD = 3.54; range: 17–34). Results demonstrated a lack of adjustment to the Rasch model due to item 1, and all items showed disordered response category thresholds. The remaining nine-item scale achieved all requirements of the model (χ2 = 61.46; p = 0.052), including unidimensionality. Thus, the scale’s psychometric properties indicate an easy-to-apply instrument for screening these factors for coping strategies in undergraduate and graduate Spanish students. The results can help in justifying the design of interdisciplinary intervention programs, in which affective factors are essential for sustainable development education. Full article
Article
Fear, Stress, Resilience and Coping Strategies during COVID-19 in Spanish University Students
Sustainability 2021, 13(11), 5824; https://doi.org/10.3390/su13115824 - 21 May 2021
Cited by 4 | Viewed by 1734
Abstract
COVID-19 (2019 coronavirus pandemic) and the resulting confinement has had an impact on mental health and the educational environment, affecting the stress, concerns, fear, and life quality of the university population. This study aimed to examine the correlation between fear of COVID-19, stress [...] Read more.
COVID-19 (2019 coronavirus pandemic) and the resulting confinement has had an impact on mental health and the educational environment, affecting the stress, concerns, fear, and life quality of the university population. This study aimed to examine the correlation between fear of COVID-19, stress with COVID-19, and technological stress in university students, and their resilience, self-esteem, and coping strategies. The final sample comprised 180 Spanish university students, with an average age of 20.76 years (SD = 4.59). The above-mentioned effects were administered a series of self-report scales. We found statistically significant associations between fear of COVID-19 and stress with COVID-19, technological stress (total score), overload, and complexity (subdimensions of technological stress). Likewise, we found inverse relationships between the students’ fear of COVID-19 and the use of the coping strategy, cognitive restructuring. Ascertaining the factors that influence the coping strategies of undergraduate university students and their fears, psychological stress, and resilience provides valuable information for the development of educational interventions. This research has relevant implications for the diagnosis, orientation, and design of psycho-educational and clinical interventions that can improve students’ well-being and training for effective coping strategies for daily stress and this pandemic situation. Full article
Article
Self-Efficacy, Positive Future Outlook and School Burnout in Spanish Adolescents
Sustainability 2021, 13(8), 4575; https://doi.org/10.3390/su13084575 - 20 Apr 2021
Viewed by 699
Abstract
Background: Environmental and personal circumstances during adolescence cause changes affecting students, their wellbeing, performance, self-efficacy, motivation, and aspirations for the future. The objective of this study was to analyze the relationship between burnout, self-efficacy, and outlooks by student gender and age, and determine [...] Read more.
Background: Environmental and personal circumstances during adolescence cause changes affecting students, their wellbeing, performance, self-efficacy, motivation, and aspirations for the future. The objective of this study was to analyze the relationship between burnout, self-efficacy, and outlooks by student gender and age, and determine the influence of self-efficacy on burnout and outlooks for the future. Methods: The sample was made up of 1287 high school students. The instruments used to collect data were The Control—Individual Protective Factors Index to evaluate self-efficacy, the Positive Outlook—Individual Protective Factors Index for aspirations, and finally, for burnout, the Maslach Burnout Inventory. Results: The results showed that the cynicism and exhaustion dimensions of burnout correlated negatively with self-efficacy and outlooks. On the contrary, the academic efficacy dimension showed a positive correlation with self-efficacy. In addition, the gender and age variables were related to burnout. Student self-efficacy was related to burnout and outlooks for the future, where youths with the highest levels of self-efficacy were those who had the most positive outlooks for the future and the least school burnout. Conclusions: Given the academic changes that impede commitment, self-efficacy, and outlooks for the future of youths, the design of intervention programs directed at improving adolescent self-efficacy would lower burnout levels and raise their outlooks. Full article
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Article
Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis
Sustainability 2021, 13(2), 852; https://doi.org/10.3390/su13020852 - 16 Jan 2021
Cited by 2 | Viewed by 1038
Abstract
Learning approaches are factors that contribute to sustainability education. Academic stress negatively affects students’ performances in the context of sustainability teaching. This study analyzed how deep and surface approaches could be related to coping with academic stress and gender. An online survey was [...] Read more.
Learning approaches are factors that contribute to sustainability education. Academic stress negatively affects students’ performances in the context of sustainability teaching. This study analyzed how deep and surface approaches could be related to coping with academic stress and gender. An online survey was completed by 1012 university students. The relationship between gender, sources of stress and learning approaches was examined through a multivariate canonical correspondence analysis. Results showed differences in stress-coping strategies depending on the learning approach used. In both female and male students, academic stress was handled with a deep learning approach. The findings provide implications for professors and highlight the importance of variables such as deep learning and gender in the teaching and learning sustainability process. Full article
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