This article reviews previous studies with the Coping Resources Inventory for Stress (CRIS) and reports the results of a recent convergent/divergent study on six CRIS scales. CRIS scales have high internal consistency and test-retest reliabilities and appear to be useful in predicting illness, emotional distress, personality type, drug dependency, occupational choice, and life satisfaction. The convergent/divergent sample consisted of 68 graduate student volunteers in a southeastern urban university. Each of the CRIS scales converged with its validating test and diverged from a test that measures a different construct. Results offer considerable support for the construct validity of CRIS scales and suggest that it may be a promising research and clinical instrument for the study of stress coping.

This article reviews the literature on stress in students of grades [1][2][3][4][5][6][7][8][9][10][11][12]

This article presents a two-pronged attempt to synthesize the research on stress coping: (1) a review of models and taxonomies of behaviors and resources related to stress coping and (2) a meta-analysis of recent experimental and quasi- experimental studies of stress coping. The review led to the construction of a taxonomy and, in conjunction with the meta-analysis, to a comprehensive model of stress coping in two parts (stress and coping). In the meta-analysis an unbiased effect size of .57 was obtained by comparing groups administered treatments to reduce stress with comparison groups. Social skills training, problem solving, cognitive restructuring, and relaxation training appeared to be among the more effective treatments. In comparing the frequency of treatments identified in the meta-analysis with those in the taxonomy, some treatment domains (such as problem solving) were well represented in the taxonomy but appeared infrequently in the meta-analysis. Implications for stress-coping treatment and research are offered.

Self-esteem is a central mechanism in psychological health and is reported to be readily accessible to Christians due to their unique relationship with an unconditionally accepting God. The self-esteem levels of 351 evangelical Christians from college and church settings and 1115 general volunteers comprised of students, administrators, and government employees were measured by the Self-Esteem scale of the Coping Resources Inventory for Stress. Analysis of variance indicated that the more highly educated graduate student and academic administrator subgroups of the general population outdistanced several other general subgroups and accounted for the significant differences between the two large populations. The mean scores of the Christian subgroups were not significantly different from each other nor from any general subgroups, but fluctuated as a function of educational level in a pattern consistent with the general population. Personal attainments are offered as a prominent antecedent of self-esteem and the findings are discussed in terms of the inadequacies of cognitive change alone to produce practical gains in this attribute and the relative stability of the self-esteem trait

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