Coping trajectories in emerging adulthood: The influence of temperament and gender

Jenzer, Tiffany; Read, Jennifer P.; Naragon‐Gainey, Kristin; Prince, Mark A.

doi:10.1111/jopy.12419

Cited by 29 publications

(37 citation statements)

References 74 publications

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“…Consequently, loneliness may be less related to the well-being of female than male gamers, because female gamers may experience greater online as well as off-line support. It also should be noted that females used social support-seeking coping strategy more often than males [35]. Additionally, emerging adult females reported better friendship quality then emerging adult males [100].…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, Maroney et al [34] found that relationship between psychosocial distress associated with depression, loneliness, social anxiety and PVG was mediated by motivations regarding gaming, such as playing video games to escape negative states and seeking to satisfy the needs of social interaction. In this context longitudinal study by Jenzer et al [35] showed that females used social support-seeking coping strategy more often than males at baseline. Additionally, males reported a small decline in the frequency of using this strategy over time.…”

Section: Introductionmentioning

confidence: 97%

“…Additionally, males reported a small decline in the frequency of using this strategy over time. Jenzer et al [35] men and women are becoming increasingly diverse in terms of how they use other people to cope with stress throughout emerging adulthood. It can therefore be assumed that playing video games may be a way of dealing with stressful situations, including the search for social support-seeking.…”

Section: Introductionmentioning

confidence: 99%

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Personal distress as a mediator between self-esteem, self-efficacy, loneliness and problematic video gaming in female and male emerging adult gamers

2019

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The aim of our research was to investigate the predictors of Problematic Video Gaming (PVG) in emerging adulthood. From among the factors which were considered significant in previous studies, we decided to include the following in our research: empathy, self-esteem, self-efficacy and loneliness. Additionally, we wanted to examine which predictors have a direct or indirect effect on PVG in female and male emerging adult gamers group. Including a sample of 370 video game players (201 female gamers) aged 18–30 years (M = 21.66 years, SD = 2.83) participated in this study and were asked to complete self-report measures. The questionnaires included: Problem Videogame Playing Questionnaire, The Interpersonal Reactivity Index, Rosenberg Self-Esteem Scale, De Jong Gierveld Loneliness Scale, General Self-Efficacy Scale. Our results indicate that empathy dimension associated with personal distress, the time spent playing computer games per week is directly associated with PVG. Also, there were found full mediation between self-esteem, loneliness, self-efficacy and PVG via personal distress in emerging adult male gamers group. In emerging adult female gamers group personal distress fully mediated relation between self-esteem, self-efficacy and PVG. Our findings indicate that the time spent playing video games, as well as personal distress as a function of self-esteem, loneliness and self-efficacy, are predictors of problematic video gaming. Additionally, our results may lead to a better understanding of PVG among emerging adults. In particular, they may point to the importance of personal distress in relation to PVG during emerging adulthood, which is a developmental stage of many changes in social and professional life.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Personal distress as a mediator between self-esteem, self-efficacy, loneliness and problematic video gaming in female and male emerging adult gamers

2019

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“…We used a measure specifically aimed at capturing context-relevant coping, which allowed us to inductively identify four ways of coping during the acute phase of the crisis: focusing on others to ask for support or to offer help (Other-oriented), accepting the uncontrollable nature of the crisis, focusing on positive dimensions, and trying to take steps to change what is controllable (Reframing), involving in activities which can help one to detach oneself from stressful situations (Disengagement activities), and setting up a healthy structure in one's daily life (Routines). It is remarkable that the first three dimensions, based closely on the Brief COPE (Carver, 1997), and less specifically related to COVID-19 context, tightly resemble other coping solutions found in emerging adulthood (e.g., Jenzer et al, 2019), which may indicate that they can be seen as robust coping domains for this life stage.…”

Section: Stress and Coping During The Covid-19 Crisismentioning

confidence: 87%

COnVida-20(1)

Padrón¹,

Fraga²,

Vieitez³

et al. 2020

Preprint

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An increasing number of studies have addressed the psychological impact of the COVID-19 crisis in the general population. Nevertheless, far less is known about the impact in specific populations such as university students, whose psychological vulnerability has been shown in previous research. This study sought to examine different indicators of mental health in university students during the Spanish lockdown; we also analyzed the main sources of stress perceived by students in relation to the COVID-19 crisis, and the coping strategies adopted when faced with the situation. Data was collected from 932 students (704 women) through a web-based platform. Measures of anxiety (i.e., GAD-7), depression (PHQ-9), irritability and self-perceived change in mental health were administered, as well as ad hoc measures of stressors and coping strategies. Results indicated that students experienced considerable psychological problems during the confinement, with higher rates of emotional difficulties in women and undergraduate students than in men and postgraduates, respectively. Psychological distress was mainly related to several specific domains of stressors, as perceived by the participants: academic future, task overload, worsening of interpersonal conflicts, and restrictions in pleasant social contact; and far less related to the spread of the disease and its consequences for physical health. As regards coping strategies, both reframing skills and daily routines were shown to be the most effective. A path-analysis model integrating stressors, coping, and mental health revealed that coping strategies partially channeled the effect of stressors on psychological health. In general, results suggest that students’ psychological health was substantially affected by the COVID-19 situation and that the academic and relational changes were the most notable sources of stress. This study reinforces the need to monitor and promote mental health in university students to boost resilience in times of crisis. Our results on effective coping strategies may inform preventive programs aimed at helping students to deal with challenges like the COVID-19 pandemic.

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“…Previous research indicates that academic progress may be affected by a wide variety of academic, cognitive, demographic and psychological factors (Coertjens et al, 2017). Student gender and age also have a significant impact on performance: proportionally fewer men and younger students complete their studies (Jenzer et al, 2019).…”

mentioning

confidence: 99%

Academic Progress, Coping Strategies and Psychological Distress among Teacher Education Students

Carnicer

Calderón

Calderón-Garrido

et al. 2020

IJEP

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Academic performance is a fundamental factor in the quality of higher education, but there are no conclusive results regarding how certain variables affect it. Some studies find differences attributable to gender, age, or coping strategies, but others conclude that they are insignificant. This article seeks to deepen about how these variables influence the performance of trainee primary-school teachers. It analyses academic progress in a sample of 136 students and the effect of gender, age and coping strategies and psychological symptoms. The data leads that all these variables cause differences in the academic performance of the sample of primary-teacher education students.

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Coping trajectories in emerging adulthood: The influence of temperament and gender

Abstract: This work may inform intervention research attempting to promote adaptive coping because it may help identify young adults most in need of such interventions.

Cited by 29 publications

References 74 publications

Personal distress as a mediator between self-esteem, self-efficacy, loneliness and problematic video gaming in female and male emerging adult gamers

Personal distress as a mediator between self-esteem, self-efficacy, loneliness and problematic video gaming in female and male emerging adult gamers

COnVida-20(1)

Academic Progress, Coping Strategies and Psychological Distress among Teacher Education Students

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