Coping Strategies as a Function of Gender and Educational Level of Public and Private University Students

Topics: Coping skill, Male, Gender Pages: 11 (2879 words) Published: January 19, 2013
COPING STRATEGIES AS A FUNCTION OF GENDER AND EDUCATIONAL LEVEL

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Running Head: COPING STRATEGIES AS A FUNCTION OF GENDER AND EDUCATIONAL LEVEL

Coping Strategies as a Function of Gender and Educational Level of Public and Private University Students

A project is submitted to the Department of Psychology, University of Dhaka, in partial fulfillment of the requirement for the Bachelor of Science degree in Psychology.

Submitted By Md. Humayun Kabir Exam Roll: 1701 Registration no HA- 1605 Session: 2007-2008 Department of psychology University of Dhaka

Project supervisor

Dr. Mahfuza Khanam Professor Department of Psychology University of Dhaka

COPING STRATEGIES AS A FUNCTION OF GENDER AND EDUCATIONAL LEVEL

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Abstract
This study investigated the differences in the coping strategies adopted by male and female first year and fourth year students of public and private university. A total number of 120 students (60 male and 60 female), where 60 from public university and 60 from private university, age ranging from 17 to 23 years were selected as sample. Non-probability sampling technique and purposive field survey were used for collecting data. The Bangla version of the “Coping Scale” (Huque, 2004) was used for assessing coping strategies. Results revealed significant differences between males and females in terms of engagement in both adaptive and non-adaptive coping strategies. In addition, educational level and university type had no effect on adaptive coping but had significant effect on non-adaptive coping strategies.

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Introduction
Many of us break down if they going get tough enough. We face many stresses, ranging from mild to intense. Although we all talk about stress, it often isn't clear what stress is really about. Many people consider stress to be something that happens to them, an event such as an injury or a promotion. Others think that stress is what happens to our body; mind and behavior in response to an event; e.g. heart pounding, anxiety, or nail biting. While stress does involve events and our response to them, these are not the most important factors. Our thoughts about the situations in which we find ourselves are the critical factor. However, the transition from post 16 years to higher education for many students is a stressful experience as they struggle to cope with an array of changing situations including: movement away from home, change of peer group and the establishment of new friendships. Whilst for most this transition occurs naturally with limited interruptions to learning, for others, the transition is more stressful requiring the adoption of strategies specifically aimed towards coping with the changing situation.

Coping with stress
Stress is a part of life- and not necessarily a completely bad part; for example, without stress, we might not be sufficiently motivated to purse the activities we need to accomplish a task. However, it is also clear that too much stress can take its toll on both physical and psychological health .How do people deal with stress? Is there a way to reduce its negative effects? The efforts to control, reduce, or learn to tolerate the threats that leads to stress are known as coping. But when stressor seriously threatens a person’s feelings of adequacy, a defense-oriented response leads to prevail: a) psychological damage repair mechanism such as, crying, repetitive talking and mounding, b) the second consists of the so called ego or selfdefense mechanism. According to Lazarus and his colleagues, coping can serve two main

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functions (Cohen and Lazarus, 1979; Lazarus and Launier, 1978). It can alter the problems causing the stress or it can regulate the emotional response to the problem. Everyone sees situations differently and has different coping skills. For this reason, no two people will...
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