ABSTRACT
Background and Aims: First-year students encounter substantial stress when they enter university. Their mental health often depends upon how well they cope with the stress of university life. Salivary components are well known to reflect the stress status of the students; however, the relationship between salivary components and coping styles remains unknown. Methods: In this study, 54 healthy first-year students voluntarily completed a questionnaire that addressed three different coping styles: problem-focused, emotion-focused, and escape-focused. We simultaneously collected salivary samples from students in the classroom and measured concentrations of salivary cortisol and α-amylase by enzyme-linked immunosorbent assays over 4 months. Results: We examined the relationship between coping style and salivary cortisol concentrations and found that the mean salivary cortisol concentrations were significantly lower in students who had a higher Likert-type score for the problem-focused coping style than in students who had a lower score. The difference in the mean cortisol concentrations between the two groups increased over time. However, we observed no apparent correlation between α-amylase concentrations and Likert scores of the three coping styles. Conclusion: These results suggest that salivary cortisol concentrations might reflect the stress-coping status, particularly involving the problem-focused coping style.
ABSTRACT
The present study examined Japanese university students' processing time for English subject and object relative clauses in relation to their English listening proficiency. In Analysis 1, the relation between English listening proficiency and reading span test scores was analyzed. The results showed that the high and low listening comprehension groups' reading span test scores do not differ. Analysis 2 investigated English listening proficiency and processing time for sentences with subject and object relative clauses. The results showed that reading the relative clause ending and the main verb section of a sentence with an object relative clause (such as "attacked" and "admitted" in the sentence "The reporter that the senator attacked admitted the error") takes less time for learners with high English listening scores than for learners with low English listening scores. In Analysis 3, English listening proficiency and comprehension accuracy for sentences with subject and object relative clauses were examined. The results showed no significant difference in comprehension accuracy between the high and low listening-comprehension groups. These results indicate that processing time for English relative clauses is related to the cognitive processes involved in listening comprehension, which requires immediate processing of syntactically complex audio information.
