2001 INVITED ADDRESS: The Mystery of Human Context and Coping: An Unraveling of Clues

Moos, Rudolf H.

doi:10.1023/a:1014372101550

Cited by 141 publications

(146 citation statements)

References 67 publications

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“…(Hiemstra, 1991, p. 8) In this article, we separate from socio-psychological characteristics of learning environment as defined by Moos (2002) and focus to the psychosocial nature of this concept, which incorporates participants' views of the course, educational program, and the connections among the participants and teachers. Moos defines the psychosocial environment as having three dimensions that indicate our everyday behaviour and experiences: (1) the relationship dimension, (2) the personal growth dimension, and (3) the dimension of the system's characteristics.…”

Section: Defining Learning Environmentsmentioning

confidence: 99%

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Radovan

Makovec²

2015

IES

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The purpose of this paper is to explore attitudes towards learning and perceptions of the learning environment. Our theoretical examination is based on the social-cognitive theory of motivation and research that emphasizes the connections between an individual's perceptions of the learning environment and his/her motivation, interest, attitudes and confidence. Recent theories that deal with 'powerful learning environments ' (Fraser, 2002) stress that the teacher should not look only at the physical aspects of the environment in which learning takes place, but also at the learner's perceptions and beliefs. The importance of multiple aspects of learning environments will be stressed and some recommendations for improving the effectiveness of these environments will be given. Additionally, some theoretical concepts of learning environments will be reviewed. We will examine empirically the differences and correlations that occur in adult learners' motivation and attitudes due to their psycho-social and physical learning environment. An international comparison between various post-socialist countries has also been carried out.

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Section: Defining Learning Environmentsmentioning

confidence: 99%

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Radovan

Makovec²

2015

IES

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“…Stress and coping theory suggests that adaptational outcomes including alcohol and drug use and problems, are influenced by stressors, social support, and coping strategies Finney and Moos, 1984), as well as interventions (Moos, 2002). The model suggests that substance use and problems are influenced by chronic, ongoing "life" stressors (e.g., health stress), social resources (e.g., supportive friendships), and the "personal system", which includes demographic characteristics (e.g., age, gender, and education) and CD interventions (Moos, 2002); and generally posits that stressors are related to worse outcomes.…”

Section: Stress and Coping Frameworkmentioning

confidence: 99%

“…The model suggests that substance use and problems are influenced by chronic, ongoing "life" stressors (e.g., health stress), social resources (e.g., supportive friendships), and the "personal system", which includes demographic characteristics (e.g., age, gender, and education) and CD interventions (Moos, 2002); and generally posits that stressors are related to worse outcomes. However, stressors could also have the opposite effect, deterring use if they are a consequence of or "contingent to" drinking behavior .…”

Section: Stress and Coping Frameworkmentioning

confidence: 99%

The role of medical conditions and primary care services in 5-year substance use outcomes among chemical dependency treatment patients

Mertens¹,

Flisher²,

Satre³

et al. 2008

Drug and Alcohol Dependence

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Introduction-Health problems are prevalent in chemical dependency (CD) treatment populations, and often precede reductions in substance use among untreated populations. Few studies have examined whether medical problems predict better long-term outcomes in treated individuals, or how primary care utilization and CD/primary care service integration affects long-term outcomes among those with health problems Method-In a sample of 598 CD patients in a private health plan, logistic regression models examined whether Substance Abuse-related Medical Conditions (SAMCs), integrated medical and CD care, and on-going primary care predicted remission of CD problems at 5 years.Results-Those with SAMCs were no more likely than others to be remitted at 5 years except among young adults and those with medical, but not psychiatric SAMCs. Higher levels of medical problem severity at intake and receiving integrated CD and primary care in the index treatment episode predicted remission in the full sample and among those with SAMCs. Among those with SAMCs, individuals with ongoing medical care-two to ten primary care visits-in the 5 years following intake were more likely to be remitted at 5 years than those with fewer visits.Conclusions-This study highlights the potentially important role of medical services in the longterm treatment of CD disorders. CD treatment may benefit from a disease management approach similar to that recommended for other chronic medical problems: specialty care when the condition is severe followed by services in primary care when the condition is stabilized.

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“…This model is based in part on a general framework of the determinants of functioning and well-being in human development (Moos, 2002), but is tailored specifically to the circumstances of schizophrenia.…”

Section: A New Integrative Modelmentioning

confidence: 99%

Determinants of functioning and well-being among individuals with schizophrenia: An integrated model

Yanos

Moos

2007

Clinical Psychology Review

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Outcomes for health conditions are typically the result of multiple factors; however, studies tend to focus on a narrow class of variables. Functioning and well-being outcomes for schizophrenia are diverse and have resisted simple explanation; however, prior research has not offered an integrated understanding of the relative contributions of enduring and episodic environmental factors, personal resources and psychiatric factors, and cognitive appraisal and coping, on functioning and well-being outcomes in schizophrenia. The present article sets out an integrated model of the determinants of functioning and well-being among individuals with schizophrenia. To examine evidence that bears on the model, literature on hypothesized relationships is reviewed to identify areas for which there is strong evidence and areas where more research is needed. The article suggests areas for further research, and directs researchers and practitioners toward areas of intervention that can enhance functioning and well-being for persons diagnosed with schizophrenia.

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2001 INVITED ADDRESS: The Mystery of Human Context and Coping: An Unraveling of Clues

Cited by 141 publications

References 67 publications

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

The role of medical conditions and primary care services in 5-year substance use outcomes among chemical dependency treatment patients

Determinants of functioning and well-being among individuals with schizophrenia: An integrated model

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