sustainability-logo

Journal Browser

Journal Browser

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: closed (31 March 2022) | Viewed by 23509

Special Issue Editor


E-Mail Website
Guest Editor

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 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

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

Published Papers (8 papers)

Order results
Result details
Select all
Export citation of selected articles as:

Research

Jump to: Review

12 pages, 459 KiB  
Article
Emotional Strengths and Difficulties in Italian Adolescents: Analysis of Adaptation through the SDQ
by Catalda Corvasce, Juan Pedro Martínez-Ramón, Inmaculada Méndez, Cecilia Ruiz-Esteban, Francisco Manuel Morales-Rodríguez and María Belén García-Manrubia
Sustainability 2022, 14(10), 6167; https://doi.org/10.3390/su14106167 - 19 May 2022
Cited by 5 | Viewed by 1793
Abstract
An adolescent’s knowledge of him/herself (positive aspects and weaknesses) is shaped by interactions with external and internal factors, including the family context and the educational environment. The assessment of this knowledge serves to construct the concept of self-esteem. The main objective of the [...] Read more.
An adolescent’s knowledge of him/herself (positive aspects and weaknesses) is shaped by interactions with external and internal factors, including the family context and the educational environment. The assessment of this knowledge serves to construct the concept of self-esteem. The main objective of the present study was to examine the prevalence of self-reported emotional and behavioral symptoms in a representative sample of Italian adolescents and their relationship with gender and age, using Goodman’s Strengths and Difficulties Questionnaire (SDQ). A total of 440 adolescents (49.8% female) aged 15–18 years from the southern Italy region participated. The results show the prevalence of emotional and behavioral symptoms in the analyzed sample. Gender differences were also found in the variables under study. In conclusion, the SDQ test is offered as an agile, simplified, and effective tool, to be proposed to all formative agents who are concerned with the interest and care not only of young people, but also of the future of socio-political realities. Full article
Show Figures

Figure 1

20 pages, 354 KiB  
Article
Coping Strategies for Stress Used by People Working in Managerial Positions in Schools and Educational Establishments during the COVID-19 Pandemic
by Karolina Kostorz, Jacek Polechoński and Anna Zwierzchowska
Sustainability 2022, 14(5), 2984; https://doi.org/10.3390/su14052984 - 03 Mar 2022
Cited by 3 | Viewed by 2696
Abstract
Although the ability to deal with stress is one of the key competences of people working in managerial positions in schools and educational establishments, principals in this area are very poorly diagnosed. The aim of this study was to consider the coping strategies [...] Read more.
Although the ability to deal with stress is one of the key competences of people working in managerial positions in schools and educational establishments, principals in this area are very poorly diagnosed. The aim of this study was to consider the coping strategies used by headmasters and deputy headmasters of schools and educational establishments during the COVID-19 pandemic. For this purpose, Mini-COPE was used. The respondents (N = 159) obtained a higher mean for “active coping”, “planning”, “positive reframing”, “acceptance”, “use of instrumental support”, “venting”, and “problem-focused strategies” than the normative value. Compared to deputy headmasters, headmasters obtained higher mean results for “planning” and “religion”, and lower results for “behavioral disengagement”. Respondents with longer job seniority in a managerial position, obtained a higher mean for “use of instrumental support” and lower for “religion”. Compared to respondents employed in private schools, people in the public education sector are more likely to use “behavioral disengagement” and less their “sense of humor”. The respondents working in primary schools scored higher on average for “use of instrumental support” and “problem-focused strategies”. It would be advisable to compare the results with the teachers and the persons holding managerial positions in institutions and organizations not related to education. Full article
11 pages, 282 KiB  
Article
Does Being a Scout Affect Confinement Due to COVID-19? A Comparative Exploratory Descriptive Study with Spanish Adolescents
by Jorge Asensio-Ramón, José M. Rodríguez-Ferrer, Ana Manzano-León, José Manuel Aguilar-Parra, María del Pilar Díaz-López and Nuria Torres-López
Sustainability 2021, 13(18), 10409; https://doi.org/10.3390/su131810409 - 18 Sep 2021
Cited by 3 | Viewed by 3008
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
12 pages, 760 KiB  
Article
School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature
by Carolina Gonzálvez, Mariola Giménez-Miralles, María Vicent, Ricardo Sanmartín, María José Quiles and José Manuel García-Fernández
Sustainability 2021, 13(13), 7512; https://doi.org/10.3390/su13137512 - 05 Jul 2021
Cited by 10 | Viewed by 2891
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
Show Figures

Figure 1

11 pages, 294 KiB  
Article
Psychometric Properties of the Affective Dimension of the Generic Macro-Competence Assessment Scale: Analysis Using Rasch Model
by Francisco Manuel Morales-Rodríguez, Manuel Martí-Vilar, Manuel Alejandro Narváez Peláez, José Miguel Giménez Lozano, Juan Pedro Martínez-Ramón and Alfonso Caracuel
Sustainability 2021, 13(12), 6904; https://doi.org/10.3390/su13126904 - 18 Jun 2021
Cited by 5 | Viewed by 1815
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
10 pages, 720 KiB  
Article
Self-Efficacy, Positive Future Outlook and School Burnout in Spanish Adolescents
by África Martos Martínez, María del Mar Molero Jurado, María del Carmen Pérez-Fuentes, Ana Belén Barragán Martín, María del Mar Simón Márquez, Begoña María Tortosa Martínez, Maria Sisto and José Jesús Gázquez Linares
Sustainability 2021, 13(8), 4575; https://doi.org/10.3390/su13084575 - 20 Apr 2021
Cited by 6 | Viewed by 2692
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
Show Figures

Figure 1

16 pages, 887 KiB  
Article
Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis
by Zaira-Jazmín Zárate-Santana, María-Carmen Patino-Alonso, Ana-Belén Sánchez-García and Purificación Galindo-Villardón
Sustainability 2021, 13(2), 852; https://doi.org/10.3390/su13020852 - 16 Jan 2021
Cited by 7 | Viewed by 3551
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
Show Figures

Figure 1

Review

Jump to: Research

19 pages, 1163 KiB  
Review
Self-Determination as a Mechanism for Personality Sustainability in Conditions of Daily Stress
by Svetlana Kostromina, Natalia Moskvicheva, Elena Zinovyeva, Maria Odintsova and Evgenia Zaitseva
Sustainability 2022, 14(9), 5457; https://doi.org/10.3390/su14095457 - 01 May 2022
Cited by 5 | Viewed by 3234
Abstract
During the COVID-19 pandemic, uncertainty, threat to life, and repeated lockdowns have significantly undermined people’s psychological well-being. In such situations, the basic needs for self-determination (SDT) are disrupted—autonomy, connectedness, and competence—but it is the resulting dissatisfaction that actualizes a search for strategies to [...] Read more.
During the COVID-19 pandemic, uncertainty, threat to life, and repeated lockdowns have significantly undermined people’s psychological well-being. In such situations, the basic needs for self-determination (SDT) are disrupted—autonomy, connectedness, and competence—but it is the resulting dissatisfaction that actualizes a search for strategies to cope with the problem. The objective of this article is to critically review the literature on various ways that people are coping with specific experiences during the COVID-19 pandemic and their relationship to basic needs to maintain sustainability. We searched on the Web of Science CC database for relevant studies (2020–2021) and their systematization from the standpoint of Self-Determination Theory (SDT). This showed the dynamics of coping methods, reflecting a transition from confusion when confronted with stress, to the selection of effective strategies, confirming that when basic needs are blocked for a long time, people begin to search for a way to satisfy them. We present three levels of grouped coping methods: (1) physiological, (2) behavioral, and (3) cognitive, demonstrating their interrelationship with orientation (to oneself or to the context), assessment (a threat or a challenge), and basic psychological needs. The proposed model opens up prospects for creating effective coping and training programs for sustainable development of the individual in crisis situations. Full article
Show Figures

Figure 1

Back to TopTop