Gustems-Carnicer Josep, Calderon Caterina, Batalla-Flores Alberto, Esteban-Bara Francisco
University of Barcelona, Barcelona, Spain.
Psychol Rep. 2019 Apr;122(2):380-397. doi: 10.1177/0033294118758904. Epub 2018 Feb 19.
Stress in teacher education students is a key issue, due to its physical and social impact and its relevance to students' future as professionals. This study uses the Perceived Stress Scale, the Coping Responses Inventory-Adult Form, and the Psychological Well-Being Scale to analyze how coping strategies mediate the relationship between stress and well-being in a sample of Spanish teacher education students (n = 334). The results show that the students had a good general level of psychological well-being, although with little personal growth and autonomy. Their level of stress meant that they could offer active, engaged responses, although the coping strategies that were used tended to be avoidance type, which could lead to certain adaptive difficulties. Our results also indicate that coping has a partial mediating role. Finally, organizational actions are proposed for universities that could help to enhance students' personal resources for dealing with stress.
教师教育专业学生的压力是一个关键问题，因为它会对身体和社交产生影响，并且与学生未来作为专业人士的发展相关。本研究使用感知压力量表、成人版应对反应量表和心理健康量表，分析应对策略如何在一组西班牙教师教育专业学生样本（n = 334）中介导压力与幸福感之间的关系。结果表明，学生的总体心理健康水平良好，尽管个人成长和自主性较低。他们的压力水平意味着他们能够做出积极、投入的反应，尽管所采用的应对策略往往是回避型的，这可能会导致一定的适应困难。我们的结果还表明，应对具有部分中介作用。最后，为大学提出了一些组织行动建议，这些行动有助于增强学生应对压力的个人资源。
