The role of the Five Factor Model of personality with proactive coping and preventative coping among college students

Straud, Casey L; McNaughton-Cassill, Mary; Fuhrman, Robert W.

doi:10.1016/j.paid.2015.03.055

Cited by 44 publications

(61 citation statements)

References 14 publications

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“…However, teachers do not simply react to a certain stressor, they can also make an effort to deal with future stressors. Accordingly, they can utilize proactive strategies that aim to cope with immediate stressors being faced, and also to buffer potential stressors in advance by building and using resources at hand (Aspinwall and Taylor 1997;Schwarzer and Hallum 2008;Straud et al 2015).…”

Section: Proactive Strategies For Reducing Burnoutmentioning

confidence: 99%

Teacher burnout profiles and proactive strategies

et al. 2020

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Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among in-service teachers is still less than sufficient. This study explored socio-contextual burnout risk profiles and their association with the reported use of proactive strategies among in-service teachers by using a person-oriented approach. The survey data were collected from 2310 Finnish in-service primary and lower secondary school teachers using a probability sampling method. In the latent profile analysis, five socio-contextual burnout profiles were identified. The profiles differed from each other in terms of burnout symptoms and proactive strategy use. Results suggested that there is individual variation in teachers' risk of burnout. In addition, the results imply that well-developed proactive strategies, both in terms of self-and co-regulative strategies, are related to lower risk of experiencing sociocontextual burnout. The utilization of strong co-regulative strategies was related to lower risk of experiencing exhaustion and inadequacy during teacher-pupil interactions. However, strong self-regulation combined with low levels of co-regulation was related to an increased risk of experiencing cynicism. This implies that learning proactive strategies may be useful in preventing teacher burnout.

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Section: Proactive Strategies For Reducing Burnoutmentioning

confidence: 99%

Teacher burnout profiles and proactive strategies

et al. 2020

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“…Co-regulative support refers to professional communities' ability to recognise and utilise social resources in order to regulate the workload, for instance, as perceived in large-scale school improvement efforts (see Pietarinen et al 2013;Straud et al 2015). It involves professional communities' abilities to support each other in not only coping with immediate stressors but also buffering potential stressors in advance (Greenglass and Fiksenbaum 2009) as well as being prepared, staying organised, and actively seeking help and support from each other (Klassen and Durksen 2014;Kyriacou 2001;Poirel et al 2012).…”

Section: Collective Proactive Strategies Of Well-beingmentioning

confidence: 99%

Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

et al. 2019

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Sustainable school development is suggested to result in both meaningful learning and enhanced well-being for those involved in the reform work. The aim of the study was to gain a better understanding of the relations between the strategies utilised in school development work, school impact of the reform and burdening in the context of curriculum reform in Finland. Altogether 550 district-level stakeholders responsible for curriculum reform at the local level responded to the survey. Structural equation modelling (SEM) was utilised to explore the interrelations between the reform implementation strategy, collective proactive strategies of well-being, as well as reform-related stress and the perceived school impact of the reform. The results showed that the top-down-bottom-up implementation strategy was related to the school impact of the reform and to the use of collective proactive strategies and reduced levels of stress. Collective proactive strategies also contributed to lower stress levels and enhanced school impact. The results indicate that the top-downbottom-up implementation strategy provides an effective way to promote sustainable school reform in terms of enhancing the collective and cumulative learning and reducing burdening of those involved in the reform.

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“…[2] There is consensus among researchers regarding the determination of the factors of personality, which include six major traits, [3] such as neuroticism, extroversion, openness, conscientiousness, and agreeableness. [4] In neuroticism trait, relatively stable tendency is observed toward maladaptive behavior and reaction toward anxiety and negative feelings. [5] On the other hand, extraversion factor is associated with traits, such as being sociable, fun and kind.…”

Section: Introductionmentioning

confidence: 99%

“…These people are highly open, clever, creative, imaginative, and flexible and are eager to learn and experience new discoveries. [4] The agreeableness factor refers to a kind of friendship, appreciation, consent and kindness. [8] On the other hand, the conscientiousness factor is a dimension of individual differences in organization and development, which is related to conscientiousness, self-discipline, ambition, and hard work.…”

Section: Introductionmentioning

confidence: 99%

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Tabatabai

2016

AJP

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Aim: This was a causal-comparative study aimed to comparatively evaluate the personality characteristics and life satisfaction among the individuals resident of district 6 Tehran, Iran. Method: The research population consisted of 661 individuals (≥20-year-old; 49.5% male and 51.5% female) selected through stratified random sampling method in five different age groups. The data were collected using researcher-made demographic questionnaire, NEO Five-Factor Inventory short form, and satisfaction with life scale (Diener et al.). The data were analyzed with independent t-test. Result and Discussion: Results of independent t-test indicated that the 20-30 years old women received significantly higher scores in neuroticism and agreeableness features than men and between men and women were not observed a significant difference in extroversion, openness to experience, and conscientiousness in different age groups. In addition, the life satisfaction score of the 20-30 years old age group of women was significantly higher than men, other personality characteristics in relation to life satisfaction were not significantly different. Conclusion: The status of neuroticism, agreeableness, and life satisfaction in 20-30 years old women were discussed. Further conducting studies on the psychological characters of young age groups of women is necessary.

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The role of the Five Factor Model of personality with proactive coping and preventative coping among college students

Cited by 44 publications

References 14 publications

Teacher burnout profiles and proactive strategies

Teacher burnout profiles and proactive strategies

Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

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