Coping with examinations: Exploring relationships between students' coping strategies, implicit theories of ability, and perceived control

Doron, Julie; Stéphan, Yannick; Boiché, Julie; Scanff, Christine Le

doi:10.1348/978185409x402580

Cited by 62 publications

(67 citation statements)

References 27 publications

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“…There are a number of studies about implicit theories of students; however, their focus is on students' beliefs regarding their intellectual ability and the role that such beliefs play in students' academic achievements and classroom behaviour (Doron, Stephan, Boiche, & Le Scanff, 2009;Dweck, Chiu, & Hong, 1995;Gonida, Kiosseoglou &Leondari, 2006;Molden & Dweck, 2000;Ommundsen, Haugen & Lund, 2005). Little if any research has examined university students' beliefs regarding their English language competencies and their significance for academic learning.…”

Section: Introductionmentioning

confidence: 99%

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Otaala¹,

Plattner²

2013

IJHE

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In many African countries, English is the medium of instruction in higher education even though students may not always be entirely familiar with "standard" English. This study aimed at investigating the relevance of English language competencies for teaching and learning from the perspective of students and lecturers. The study was carried out in Namibia and guided by the conceptual framework of implicit theories. Through a self-administered questionnaire, data were collected from a sample of 286 undergraduate students and 34 lecturers. Students and lecturers differed statistically significantly in all their views on the topic under investigation. While most of the lecturers (85.3%) believed that their students would not have good English language competencies, the majority of students (87.8%) rated their English between good and excellent. Most lecturers believed that insufficient English language competencies would cause a variety of problems for students such as having difficulty expressing themselves in English, following lectures, taking good notes during lectures, understanding academic texts, and writing coherent essays; in contrast, the majority of students believed that they had no such problems. The results are discussed with regard to practical implications for teaching and learning in higher education.

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Section: Introductionmentioning

confidence: 99%

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Otaala¹,

Plattner²

2013

IJHE

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“…A total of 658 Portuguese medical students participated in this study. 75% of these students were from the Universities of Lisbon (N=281, 42.7%), Coimbra (N=130, 19 About half the sample (N=324, 49.2%), considered having one significant problem, the most frequently identified problems were 'stress' (9.0%), 'anxiety' (8.2%) and 'family issues' (6.4%). Most students (46.8%) study 2 or 3 hours a day.…”

Section: Resultsmentioning

confidence: 99%

“…Concerning specifically the academic environment, a relation between coping strategies and exams was found [19], thus, coping strategies related with exams seem to vary according to the individual's perceived academic skills and perceptions of control.…”

Section: Journal Of Community Medicine and Health Educationmentioning

confidence: 94%

Burnout in Portuguese Medical Students: Coping Strategies as a Mediating Variable

Pereira¹

2014

J Community Med Health Educ

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“…To handle examinations, students also use emotion-focused approaches, for example seeking social support to vent emotions. The wide repertoire of coping mechanisms used by students in exam situations is in accordance to their belief that ability is malleable and incremental (Doron et al, 2009). …”

Section: Studies Related To Coping Strategies In Managing Examinationmentioning

confidence: 91%

“…11, No. 28;2015 emotion and altering his/her expectations. According to Folkman and Lazarus (1980), when an individual feels that something can be implemented in practical, problem-focused coping is used.…”

Section: Coping Strategiesmentioning

confidence: 99%

Coping Strategies Employed by Malaysian Pre-University Gifted Students to Manage Examination Stress

Kamaruddin

Izehari

Sukimin

et al. 2015

ASS

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Different age groups experience different levels of stress due to different causes. The main cause of stress experienced by students is academic tests and examinations (Kai-Wen, 2009). If students are not able to manage examination stress accordingly, it may lead to serious psychological, physical, and mental problems.This study generally attempts to determine the causes of stress among a group of gifted pre-university students in Malaysia.The study also attempts to evaluate the most frequent coping strategies used by ASASIpintar students to manage exam stress and also to identify the predominant type of coping strategies used by ASASIpintar students to cope with exam stress. Questionnaires were distributed randomly to gifted students of Malaysian Pre-university program at the Pusat PERMATApintar™ Negara (National Gifted Centre) at Universiti Kebangsaan Malaysia (the National University of Malaysia). All the sixty-eight respondents were from different ethnicity and religion background. The findings show that the highest percentage recorded for cause of stress among the students is the school factor (50%). Regardless, religion was found to be the most frequently used coping strategy by ASASIpintar students (84%). Another major finding was that ASASIpintar students tend to use emotion-focused coping to manage examination stress (32%) more than problem-solving focused coping strategy (26.9%)-adifference of 5.1%. It is of utmost importance for gifted students to have the ability to use appropriate coping strategies so that stress does not reach detrimental levels.

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Coping with examinations: Exploring relationships between students' coping strategies, implicit theories of ability, and perceived control

Abstract: These results confirm that exam-related coping varies as a function of students' beliefs about the nature of academic ability and their perceptions of control when approaching examinations.

Cited by 62 publications

References 27 publications

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Burnout in Portuguese Medical Students: Coping Strategies as a Mediating Variable

Coping Strategies Employed by Malaysian Pre-University Gifted Students to Manage Examination Stress

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