perfectionism with parenting styles and coping mechanisms. This study is believed to be the first of its kind and will need further testing to validate its findings. However, the data illustrated in this article clearly shows a link between both adaptive perfectionism with relation to authoritative parenting, and maladaptive perfectionism with relation to authoritarian parenting. The article takes these things a step further in relating them to coping strategies/mechanisms. The findings of this article may
This concept is necessary in order to explain individual differences. In the study, the appraisal concept is used in the questionnaire as a means of measurement for motivational disposition in the coping mechanisms section. In relation to the concept of appraisal, the researchers through the analysis of the tabulation results could evaluate the conditions of the respondents based on their responses. Being limited to the same group of individuals as respondents
problems resulted from stress, among others; include depression and high levels of anxiety Academic stress can have multiple consequences for students and affect their life in various ways. Such consequences include affecting their performance in school; physical and mental health
presented in this paper. This will include stress, its definition, factors and possible causes, and the coping mechanisms that is usually used by common individuals. Gathered information like surveys and studies from the professional workplace which will also be used to support the research will also be presented in this review. Stress is prevalent in college. The transition from high school to college, the adjustment of workload and units taken, the huge amount of difference between paper works
than most seven year olds. Also, Hannah’s relationship with Jack must be taken into account as it is easy to expect an almost parental role where she is still his sister. The family has a strength as they are able to access help for Jack such as at school but they are vulnerable as it is possible that there will be times that they need extra help but are unable to access it (Kaakinen,
Stimuli that generate a physiological stress response can range from minor everyday life events or hassles to larger, cataclysmal events. How individuals respond to the stimuli is referred to as coping, and the two go hand in hand. While some stress can be beneficial in developing good, long-term coping skills, larger and more violent stimuli can hinder an individual’s ability to cope appropriately and prolonged stress on the body can cause severe health issues (Centers for Disease Control and Prevention
The article, “Children’s Witnessing of Adult Domestic Violence” by Jeffery L. Edleson takes the stance that children who witness violence between adults in their homes are only the most recent victims to become visible. He reasons that how children experience domestic violence affects them greatly. One extreme example Edleson uses from Pynoos and Eth’s (1984) studies of children who witness domestic violence, states: It is rare for children to witness murders resulting from domestic violence, none
physiological symptoms and vary from person to person. These symptoms serve as a warning sign of an impending danger and enable decision making. The fact that the event be perceived as stressful depends on its nature and the defense resources and coping mechanisms of the individual (Kaplan et al,). The term anxiety to the tests refers to the group of phenomenological answers, physiologic and Behavioral with the possible negative consequence or disapproval in an evaluation situation (Zeidner, 1998). Anxiety
493). It is a positive personality trait that allows individuals to adapt (Ahern & Norris, 2011, p. 534). Resilience is a proactive mechanism that is used to bounce back from stressful situations. Although there is no way to prevent challenges, being resilient can change reactions to difficult situations, and reduce stress symptoms and the time it takes to recover from the adversity.
desirable attitudinal and behavioral traits. The results of their investigation were remarkably provocative for while active procrastinators reported almost the same level of procrastination as did the passive counterparts, they exhibited time awareness, coping styles, attitudes, and academic performance that were closely indistinguishable to and in several cases even better than non-procrastinators. People who engage in active procrastination are characterized by the following four characteristics: time