International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 9, Issue 10 (October 2022), Pages: 50-58

----------------------------------------------

 Original Research Paper

Stress coping and its relation to psychological and social adjustment in female students at Majmaah University during COVID-19

 Author(s): Maha Ahmed Abdullehalim *

 Affiliation(s):

 Kindergarten Department, Education Faculty, Majmaah University, Al Majma'ah, Saudi Arabia

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-2203-0193

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2022.10.007

 Abstract:

This research aims to investigate the ability to cope with stress and the psychological and social adjustment level and to estimate the relationship between them and the semester rate. The research sample consisted of 106 female students who were chosen randomly. The research used a scale of coping with psychological stress that contained 20 phrases and the psychological and social adjustment scale that contained 21 phrases. The most important results were: The level of ability to cope with the stress due to the COVID-19 increased among kindergarten students at the Faculty of Education, Majmaah University. The results agreed with some studies in that the level of psychological and social adjustment increased after COVID-19. Also, there is a positive relationship between the ability to face stress and socio-psychological adjustment. There is no relationship between the ability to face stress due to COVID-19 and semester average, as it is not statistically significant.

 © 2022 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Stress level, Psychological and social adjustment, COVID-19, Kindergarten

 Article History: Received 10 February 2022, Received in revised form 8 June 2022, Accepted 24 June 2022

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Abdullehalim MA (2022). Stress coping and its relation to psychological and social adjustment in female students at Majmaah University during COVID-19. International Journal of Advanced and Applied Sciences, 9(10): 50-58

 Permanent Link to this page

 Figures

 No Figure 

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 

----------------------------------------------    

 References (30)

  1. Ahn SY and Baek HJ (2012). Academic achievement-oriented society and its relationship to the psychological well-being of Korean adolescents. In: Yi CC (Ed.), The psychological well-being of East Asian Youth. Quality of life in Asia, Vol 2. Springer, Dordrecht, Germany. https://doi.org/10.1007/978-94-007-4081-5_13   [Google Scholar]
  2. Al-Azizi MF (2018). Psychological stress and its relationship to social adjustment among university students returning from the abscess. The Arab Journal of Literature and Human Studies, 2(3): 85-111.   [Google Scholar]
  3. Ali W (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3): 16-25. https://doi.org/10.5539/hes.v10n3p16   [Google Scholar]
  4. Baron RA, Franklin RJ, and Hmieleski KM (2016). Why entrepreneurs often experience low, not high, levels of stress: The joint effects of selection and psychological capital. Journal of Management, 42(3): 742-768. https://doi.org/10.1177/0149206313495411   [Google Scholar]
  5. Blachman BA, Ball EW, Black RS, and Tangel DM (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms. Reading and Writing, 6(1): 1-18. https://doi.org/10.1007/BF01027275   [Google Scholar]
  6. Braun V and Clarke V (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2): 77-101. https://doi.org/10.1191/1478088706qp063oa   [Google Scholar]
  7. Caplin MD (1969). The relationship between self concept and academic achievement. The Journal of Experimental Education, 37(3): 13-16. https://doi.org/10.1080/00220973.1969.11011123   [Google Scholar]
  8. Cheema S, Maisonneuve P, Abraham A, Chaabna K, Tom A, Ibrahim H, Mushannen T, Yousuf W, Lowenfels AB, and Mamtani R (2021). Factors associated with perceived stress in Middle Eastern university students. Journal of American College Health: 1-8. https://doi.org/10.1080/07448481.2020.1865979   [Google Scholar]
  9. Colmar S, Liem GA, Connor J, and Martin AJ (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: A study of mathematics and reading among primary school students. Educational Psychology, 39(8): 1068-1089. https://doi.org/10.1080/01443410.2019.1617409   [Google Scholar]
  10. Elias H, Ping WS, and Abdullah MC (2011). Stress and academic achievement among undergraduate students in Universiti Putra Malaysia. Procedia-Social and Behavioral Sciences, 29: 646-655. https://doi.org/10.1016/j.sbspro.2011.11.288   [Google Scholar]
  11. Folkman S (2013). Stress, coping, and hope. In: Carr B and Steel J (Eds.), Psychological aspects of cancer. Springer, Boston, USA. https://doi.org/10.1007/978-1-4614-4866-2_8   [Google Scholar]
  12. Gourounti K, Anagnostopoulos F, Potamianos G, Lykeridou K, Schmidt L, and Vaslamatzis G (2012). Perception of control, coping and psychological stress of infertile women undergoing IVF. Reproductive Biomedicine Online, 24(6): 670-679. https://doi.org/10.1016/j.rbmo.2012.03.002   [Google Scholar] PMid:22503340
  13. Gulcin İ (2020). Antioxidants and antioxidant methods: An updated overview. Archives of Toxicology, 94(3): 651-715. https://doi.org/10.1007/s00204-020-02689-3   [Google Scholar] PMid:32180036
  14. Hammad NAIAA (2021). A suggested program for teaching social life skills and its effect on developing psychological rigidity and affirmative behavior skills among Prince Sattam Bin Abdul-Aziz University students. Multicultural Education, 7(2): 334–346.   [Google Scholar]
  15. Horesh D and Brown AD (2020). Traumatic stress in the age of COVID-19: A call to close critical gaps and adapt to new realities. Psychological Trauma: Theory, Research, Practice, and Policy, 12(4): 331-335. https://doi.org/10.1037/tra0000592   [Google Scholar] PMid:32271070
  16. Houts PS, Doak CC, Doak LG, and Loscalzo MJ (2006). The role of pictures in improving health communication: A review of research on attention, comprehension, recall, and adherence. Patient Education and Counseling, 61(2): 173-190. https://doi.org/10.1016/j.pec.2005.05.004   [Google Scholar] PMid:16122896
  17. Larkin M and Thompson AR (2011). Interpretative phenomenological analysis in mental health and psychotherapy research. In: Harper D and Thompson AR (Eds.), Qualitative research methods in mental health and psychotherapy: A guide for students and practitioners. Wiley-Blackwell, Hoboken, USA. https://doi.org/10.1002/9781119973249.ch8   [Google Scholar]
  18. Lim J, Hepworth J, and Bogossian F (2011). A qualitative analysis of stress, uplifts and coping in the personal and professional lives of Singaporean nurses. Journal of Advanced Nursing, 67(5): 1022-1033. https://doi.org/10.1111/j.1365-2648.2010.05572.x   [Google Scholar] PMid:21261697
  19. Lin HJ and Yusoff MS (2013). Psychological distress, sources of stress and coping strategy in high school students. International Medical Journal, 20(6): 672-676. https://doi.org/10.1111/jpm.12002   [Google Scholar] PMid:22988953
  20. Mahmoud JS, Staten RT, Hall LA, and Lennie TA (2012). The relationship among young adult college students’ depression, anxiety, stress, demographics, life satisfaction, and coping styles. Issues in Mental Health Nursing, 33(3): 149-156. https://doi.org/10.3109/01612840.2011.632708   [Google Scholar] PMid:22364426
  21. Markman HJ, Renick MJ, Floyd FJ, Stanley SM, and Clements M (1993). Preventing marital distress through communication and conflict management training: A 4-and 5-year follow-up. Journal of Consulting and Clinical Psychology, 61(1): 70-77. https://doi.org/10.1037/0022-006X.61.1.70   [Google Scholar] PMid:8450110
  22. Mokdad M (2005). Occupational stress among Algerian teachers. African Newsletter on Occupational Health and Safety, 15(2): 46-47.   [Google Scholar]
  23. Nielsen K, Yarker J, Randall R, and Munir F (2009). The mediating effects of team and self-efficacy on the relationship between transformational leadership, and job satisfaction and psychological well-being in healthcare professionals: A cross-sectional questionnaire survey. International Journal of Nursing Studies, 46(9): 1236-1244. https://doi.org/10.1016/j.ijnurstu.2009.03.001   [Google Scholar] PMid:19345946
  24. Ozer EJ, Best SR, Lipsey TL, and Weiss DS (2003). Predictors of posttraumatic stress disorder and symptoms in adults: A meta-analysis. Psychological Bulletin, 129(1): 52-73. https://doi.org/10.1037/0033-2909.129.1.52   [Google Scholar] PMid:12555794
  25. Paredes MR, Apaolaza V, Fernandez-Robin C, Hartmann P, and Yañez-Martinez D (2021). The impact of the COVID-19 pandemic on subjective mental well-being: The interplay of perceived threat, future anxiety and resilience. Personality and Individual Differences, 170: 110455. https://doi.org/10.1016/j.paid.2020.110455   [Google Scholar] PMid:33071413 PMCid:PMC7552984
  26. Platsidou M and Agaliotis I (2008). Burnout, job satisfaction and instructional assignment‐related sources of stress in Greek special education teachers. International Journal of Disability, Development and Education, 55(1): 61-76. https://doi.org/10.1080/10349120701654613   [Google Scholar]
  27. Shahmohammadi N (2011). Students’ coping with Stress at high school level particularly at 11th & 12th grade. Procedia-Social and Behavioral Sciences, 30: 395-401. https://doi.org/10.1016/j.sbspro.2011.10.078   [Google Scholar]
  28. Tadesse S and Muluye W (2020). The impact of COVID-19 pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 8(10): 159-170. https://doi.org/10.4236/jss.2020.810011   [Google Scholar]
  29. Waters L, Algoe SB, Dutton J, Emmons R, Fredrickson BL, Heaphy E, Moskowitz JT, Neff K, Niemiec R, Pury C, and Steger M (2022). Positive psychology in a pandemic: Buffering, bolstering, and building mental health. The Journal of Positive Psychology, 17(3): 303-323. https://doi.org/10.1080/17439760.2021.1871945   [Google Scholar]
  30. Yahya I (2014). Psychological and social adjustment and its relationship to academic achievement among students of the department of psychology at Sudan University of science and technology. M.Sc. Thesis, Sudan University of Science and Technology, Khartoum, Sudan.