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The relationship between effective c...

Lomuti, Gregory George.

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The relationship between effective coping strategies and conceptual systems development among baccalaureate nursing students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship between effective coping strategies and conceptual systems development among baccalaureate nursing students./
Author:	Lomuti, Gregory George.
Description:	130 p.
Notes:	Mentor: Stephen S. Craig.
Contained By:	Dissertation Abstracts International56-05A.
Subject:	Education, Educational Psychology. -
Online resource:	http://140.128.148.244/ctccon1/9531663.pdf

The relationship between effective coping strategies and conceptual systems development among baccalaureate nursing students.
Lomuti, Gregory George.

The relationship between effective coping strategies and conceptual systems development among baccalaureate nursing students. - 130 p.

Mentor: Stephen S. Craig.

Thesis (Ph.D.)--Seton Hall University, School of Education, 1995.

A review of stress-coping literature found a lack of consensus regarding the utility of personological structures as factors which may predict and/or further add to the understanding of coping processes. The purpose of this study was to investigate Conceptual Systems Theory, specifically, the reliability of Stage of Conceptual Development (SCD) as a predictor of coping process variables among a sample of male and female (N = 110) students enrolled in three baccalaureate nursing science programs. Data collected assessed SCD with The This I Believe Test; coping strategies and coping effectiveness were measured with the Ways of Coping Questionnaire augmented by supplemental data on age, class level, overall coping effectiveness and previous success in coping with a similar stressful academic situation. MANOVAs tested for differences between coping variables (choice and self-perceived coping strategy effectiveness; and overall coping effectiveness) and SCD, and evidenced no significant relationships. A MANOVA which tested the relationship between subjects' self-appraisal of overall coping effectiveness and the self-perceived effectiveness of coping strategies was significant (p $<$.002). Therefore, students perceiving their chosen coping strategies as effective, likewise, appraised their overall coping efforts as more effective. A canonical discriminant function analysis further indicated that two of the eight coping strategies, Effective Planful Problem Solving and Effective Distancing were most indicative of an individual's coping effectiveness. A supplemental analysis included an investigation of two relationships. First, a Chi Square analysis of the relationship between SCD and previous success coping with a similar stressful situation detected no differences. Second, the relationship between self-appraised overall coping effectiveness and previous success coping with a similar stressful academic situation, evidenced significant differences (p $<$.0001) when subjected to Chi Square analysis. The findings have implications for both researchers and clinicians working with nursing students, particularly, in regard to stressful academic situations which require effective coping strategies and overall coping effectiveness. These research findings continue to extend the knowledge base regarding personological structures and stress-coping processes.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The relationship between effective coping strategies and conceptual systems development among baccalaureate nursing students.
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035 $a (UMI)AAI9531663
035 $a AAI9531663
040 $a UMI $c UMI
100 1 $a Lomuti, Gregory George. $3 1263813
245 1 4 $a The relationship between effective coping strategies and conceptual systems development among baccalaureate nursing students.
300 $a 130 p.
500 $a Mentor: Stephen S. Craig.
500 $a Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1713.
502 $a Thesis (Ph.D.)--Seton Hall University, School of Education, 1995.
520 $a A review of stress-coping literature found a lack of consensus regarding the utility of personological structures as factors which may predict and/or further add to the understanding of coping processes. The purpose of this study was to investigate Conceptual Systems Theory, specifically, the reliability of Stage of Conceptual Development (SCD) as a predictor of coping process variables among a sample of male and female (N = 110) students enrolled in three baccalaureate nursing science programs. Data collected assessed SCD with The This I Believe Test; coping strategies and coping effectiveness were measured with the Ways of Coping Questionnaire augmented by supplemental data on age, class level, overall coping effectiveness and previous success in coping with a similar stressful academic situation. MANOVAs tested for differences between coping variables (choice and self-perceived coping strategy effectiveness; and overall coping effectiveness) and SCD, and evidenced no significant relationships. A MANOVA which tested the relationship between subjects' self-appraisal of overall coping effectiveness and the self-perceived effectiveness of coping strategies was significant (p $<$.002). Therefore, students perceiving their chosen coping strategies as effective, likewise, appraised their overall coping efforts as more effective. A canonical discriminant function analysis further indicated that two of the eight coping strategies, Effective Planful Problem Solving and Effective Distancing were most indicative of an individual's coping effectiveness. A supplemental analysis included an investigation of two relationships. First, a Chi Square analysis of the relationship between SCD and previous success coping with a similar stressful situation detected no differences. Second, the relationship between self-appraised overall coping effectiveness and previous success coping with a similar stressful academic situation, evidenced significant differences (p $<$.0001) when subjected to Chi Square analysis. The findings have implications for both researchers and clinicians working with nursing students, particularly, in regard to stressful academic situations which require effective coping strategies and overall coping effectiveness. These research findings continue to extend the knowledge base regarding personological structures and stress-coping processes.
590 $a School code: 0869.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Nursing. $3 1017798
690 $a 0350
690 $a 0525
690 $a 0569
710 2 $a Seton Hall University, School of Education. $3 1263814
773 0 $t Dissertation Abstracts International $g 56-05A.
790 $a 0869
790 1 0 $a Craig, Stephen S., $e advisor
791 $a Ph.D.
792 $a 1995
856 4 0 $u http://140.128.148.244/ctccon1/9531663.pdf