Organizational support and competence of university psychological commissioners: A chain mediating model of psychological capital and coping efficacy / 西安交通大学学报(医学版)

【Objective】 To explore the chain mediation model of psychological capital and coping efficacy on the relationship between organizational support and competence of university psychological commissioners. 【Methods】 We recruited 366 college psychological commissioners to complete the questionnaire survey regarding organizational support, competence of psychological commissary, psychological capital, and coping efficacy. 【Results】 ① Organizational support was positively correlated with the competence of psychological commissioners (r=0.61, P<0.01), psychological capital (r=0.59, P<0.01), and coping efficacy (r=0.57, P<0.01). The competence of psychological commissioners had a positive correlation with psychological capital (r=0.61, P<0.01) and coping efficacy (r=0.63, P<0.01). There was a positive correlation between psychological capital and coping efficacy (r=0.72, P<0.01). ② Psychological capital and coping efficacy had a chain mediating effect between organizational support and competence of psychological commissioners. The proportion of indirect effect was 43.76%. 【Conclusion】 Organizational support influences the competence of psychological commissioners, which can be predicted via the chain mediating path between psychological capital and coping efficacy.

Mediating effect of coping efficacy on relationship between psychological stress and adjustment in college freshmen / 中国心理卫生杂志

Objective:To explore the mediating effect of coping efficacy on the relationship between psychological stress and adjustment.Methods:This study was a longitudinal study.Totally 267 college freshmen (137 males and 130 females,aged 19 to 21) were selected to fill in the China College Student Psychological Stress Scale (CCSPSS),China College Student Adjustment Scale (CCSAS) and Coping Efficacy Questionnaire (CEQ),each measurement interval two months,three times totally.Results:The CCSPSS scores were negatively correlated with scores of CCSAS and CEQ cognitive dimension (r =-0.29--0.08,Ps ＜ 0.05),and positively correlated with measurement period (represented by a continuous and dummy variable,r =0.08,P ＜ 0.05).The CCSAS scores were positively correlated with scores of CEQ cognitive dimension (r =0.25,P ＜ 0.01),and negatively correlated with measurement period (r =-0.13,P ＜ 0.01).The CEQ cognitive dimension scores was negatively correlated with measurement period (r =-0.14,P ＜ 0.01).The mediating effect analysis showed that coping efficacy played a partly mediating role between adjustment and psychological stress,measurement time,and the mediating effect were accounted for the total effect 45.7％,33.6％.Conclusion:It suggests that psychological stress and measurement time may not only directly affect the adjustment,but also indirectly affect adjustment through mediating effect of coping efficacy.

Relationships among emotional intelligence, ego-resilience, coping efficacy, and academic stress in medical students / 한국의학교육

PURPOSE: The purpose of this study was to identify the causal relationship between emotional intelligence, ego-resilience, coping efficacy, and academic stress. METHODS: Participants were 424 medical students from four medical schools in Korea. We examined their emotional intelligence, ego-resilience, coping efficacy, and academic stress using a t-test, an analysis of variance, correlational analysis, and path analysis. RESULTS: First- and second-year students scored higher on academic stress than did those from third- and fourth-year students. Further, coping efficacy mediated the relationships between emotional intelligence, ego-resilience, and academic stress. Academic stress was directly influenced by coping efficacy, and indirectly by emotional intelligence and ego-resilience. This showed that coping efficacy play an important role in academic stress. CONCLUSION: Our findings may help medical schools design educational programs to improve coping efficacy in students, and to reduce their academic stress.

The Effects of Attribution Tendencies, Academic Stress, and Coping Efficacy on Academic Adjustment of Medical Students / 한국의학교육

PURPOSE: This study investigated the relationship among types of attribution tendencies, academic stress, coping efficacy, and academic adjustment in medical students and identified the means by which the academic adjustment of medical students can improve. METHODS: Four hundred forty-two subjects from 2 medical schools in Korea were analyzed; 202 were male, 206 were female, and 34 did not identify their gender. We surveyed their academic adjustment, attribution tendencies, academic stress, and coping efficacy. The data were analyzed by descriptive statistics, t-test, and stepwise multiple regression analysis. RESULTS: The male group scored higher on academic adjustment, internal attribution tendency, and coping efficacy but lower on academic stress than the female group. Coping efficacy and internal attribution tendency affected the academic adjustment positively while academic stress influenced it negatively. CONCLUSION: The study indicates that students with higher scores on coping efficacy and internal attribution tendency and who have lower scores on academic stress tend to adjust better academically in medical school. Therefore, these findings may be helpful for medical schools in designing effective academic adjustment programs to improve coping efficacy and internal attribution tendency and reduce academic stress. Further, these findings have important implications for planning learning consultation programs, especially in Year 1.

Relationship Between Emotional Intelligence and Coping Efficacy of College Students / 中国临床心理学杂志

Objective:To study the relationship between emotional intelligence and coping efficacy of college students.Methods:220 college students in Guangdong province were selected as a sample to complete Emotional Intelligence Questionnaire and Coping Efficacy Scale.Results:①In the Emotional intelligence scores,the lower-grade students were higher than the higher-grade;cadre students were higher than the non-cadre students.②In the Coping efficacy scores,cadre students were higher than the non-cadre students'.③Emotional intelligence was positively correlated with coping efficacy,and competence perception;self-confidence degree and cognition level were mainly contributed to emotional intelligence.Conclusion:Emotional intelligence is positively correlated with coping efficacy.