Personality, Stress, and Coping: Implications for Education PDF
Preview Personality, Stress, and Coping: Implications for Education
Personality, Stress, and Coping Implications for Education A volume in Research on Stress and Coping in Education Series Editor: Gordon Gates, Washington State University, Spokane Research on Stress and Coping in Education Gordon Gates, Series Editor Toward Wellness: Prevention, Coping, and Stress (2003) edited by Gordon S. Gates and Mimi Wolverton Thriving, Surviving, or Going Under: Coping With Everyday Lives (2006) edited by Erica Frydenberg Understanding Teacher Stress in an Age of Accountability (2006) edited by Richard Lambert and Christopher McCarthy Emerging Thought and Research on Student, Teacher, and Administrator Stress and Coping (2007) edited by Gordon S. Gates, Mimi Wolverton, and Walter H. Gmelch Toward a Broader Understanding of Stress and Coping: Mixed Methods Approaches (2010) edited by Kathleen M. T. Collins, Anthony J. Onwuegbuzie and Qun G. Jiao Personality, Stress, and Coping: Implications for Education (2011) edited by Gretchen M. Reevy and Erica Frydenberg Personality, Stress, and Coping Implications for Education edited by Gretchen M. Reevy California State University, East Bay and Erica Frydenberg University of Melbourne, Australia Information Age Publishing, Inc. Charlotte, North Carolina • www.infoagepub.com Library of Congress Cataloging-in-Publication Data Personality, stress, and coping: implications for education / edited by Gretchen M. Reevy and Erica Frydenberg. p. cm. — (Research on stress and coping in education) Includes bibliographical references. ISBN 978-1-61735-523-3 (paperback) — ISBN 978-1-61735-524-0 (hardcover) — ISBN 978-1-61735-525-7 (e-book) 1. Educational psychology. 2. Teachers—Job stress. 3. Alienation (Social psychology) 4. Student adjustment. 5. Personality. I. Reevy, Gretchen. II. Frydenberg, Erica, 1943- LB1088.P47 2011 370.15—dc23 2011025351 Copyright © 2011 IAP–Information Age Publishing, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any electronic or mechanical means, or by photocopying, microfilming, recording or otherwise without written permission from the publisher. Printed in the United States of America CONTENTS Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Introduction Gretchen M. Reevy and Erica Frydenberg . . . . . . . . . . . . . . . . . . . . . . . ix PART I: PERSONALITY, STRESS, AND COPING IN CHILDREN AND YOUNG PEOPLE 1. Adolescent Coping Styles and Task-Specific Responses: Does Style Foreshadow Action? Michelle Andrews, Mary Ainley, and Erica Frydenberg . . . . . . . . . . . . . . 3 2. The Relationship Between Coping Strategies, Decision Coping Patterns, and Self-Efficacy in Adolescence Leon Mann, Laura Nota, Salvatore Soresi, Lea Ferrari, and Erica Frydenberg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 3. Implicit Theories of Personality Predict Motivation to Use Prosocial Coping Responses After Bullying in High School David Scott Yeager and Adriana S. Miu . . . . . . . . . . . . . . . . . . . . . . . 49 4. Coping Styles and Anxiety Among Female Victims of Bullying Katherine Poynton and Erica Frydenberg . . . . . . . . . . . . . . . . . . . . . . . 67 5. Understanding Adolescent Risk-Taking Behavior: Exploring the Motivations, Personalities, and Coping Styles of Young People in a School-Based Population Nicola Cogan and Matthias Schwannauer . . . . . . . . . . . . . . . . . . . . . . 91 v vi CONTENTS 6. The Relationship Between Positive Development During the Transition to Adulthood and Education, Temperament, and Personality Meredith O’Connor, Ann Sanson, and Erica Frydenberg . . . . . . . . . . . 111 PART II: PERSONALITY, STRESS, AND COPING AMONG ADULTS 7. Optimism, Emotional Support, and Depression Among First-Year University Students: Implications for Psychological Functioning Within the Educational Setting Melina Condren and Esther R. Greenglass . . . . . . . . . . . . . . . . . . . . . 133 8. College Students’ Meaning Making Following Significant Loss Crystal L. Park and Craig L. Esposito . . . . . . . . . . . . . . . . . . . . . . . . 153 9. Implicit Theories of Personality, Stress, and Coping of Chinese Nursing Students Joanne Chan Chung Yan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 10. Relationships of Big Five Traits and Coping Mechanisms With College Grade Point Average Gretchen M. Reevy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 11. Personality Traits, Preventive Coping, and Self-Care in Master’s Level Counselor Training Minda M. Markle and Christopher J. McCarthy . . . . . . . . . . . . . . . . . 217 12. “You Are Who You Are:” A Mixed-Method Study of Affectivity and Emotion Regulation in Curbing Teacher Burnout Russell L. Carson, Stefanie Plemmons, Thomas J. Templin, and Howard M. Weiss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 13. Building Inner Resilience in Teachers and Students Linda Lantieri, Eden Nagler Kyse, Susanne Harnett, and Charlotte Malkmus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267 14. Personality Hardiness as a Pathway to Resilience Under Educational Stresses Salvatore R. Maddi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 ACKNOWLEDGMENTS The editors would like to acknowledge the enthusiasm with which the Stress and Coping Special Interest Group of the American Educational Research Association embraced the proposal to bring the concepts of cop- ing and personality together. It has been a pleasure to work with the con- tributors and particularly with the series editor, Gordon Gates, who went through the manuscripts so meticulously to achieve the final outcome. vii INTRODUCTION G. M. REEVYG AreNtDch Ee. nF RMY.D REeNeBvyE RaGnd Erica Frydenberg Since the beginning of the twenty-first century, Martin Seligman during his American Psychological Association presidential year and Mihalyi Csikszentmihalyi (2000) positioned psychology to concentrate on health and well-being rather than despair and depression. The field of coping has dovetailed well with this positive psychology conceptualization. It enables us to focus on what can be done to facilitate health, well-being, and optimum development. Nevertheless the pressures on individuals in educational contexts may be greater than ever before. In the United States and other countries such as Australia, students in primary and secondary education must now take achievement tests regularly. Due to the evolving nature of college admis- sions, many students are now pressured by their parents to be excellent students, be active in sports, and perform community service. Their hec- tic schedules rival the busy lives of their parents. Thus they may not receive appropriate support for emotional development. If their parents are married to one another (a circumstance that is about as unlikely as likely), both parents often have jobs. Teachers from the early years through to tertiary education face similar challenges. They often must now “teach to the test” and may be responsible for the test scores of their students. If their students do poorly, teachers may lose their jobs. Teach- Personality, Stress, and Coping: Implications for Education pp. ix–xiv Copyright © 2011 by Information Age Publishing All rights of reproduction in any form reserved. ix
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