Journal articles: 'Stress (psychology)'

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Burges Watson, Paddy. "Stress and psychology." Australasian Psychiatry 23, no. 2 (March 23, 2015): 182. http://dx.doi.org/10.1177/1039856214568228.

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Lalević, Nina. "Stress at work: A special phenomenon or a type of general stress? - Milanko Čabarkapa: Professional stress: Psychology of stress at work, Institute for Textbooks, Belgrade, 2017." Socioloski pregled 55, no. 1 (2021): 208–22. http://dx.doi.org/10.5937/socpreg55-31198.

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Occupational stress is drawing the attention of an increasing number of authors who deal with psychology of work and organization. Unlike old, "industrial" definitions of stress at work, modern ones put the emphasis on the psychological aspects of work which have adverse effects on the employee's mood, motivation and general health condition. Therefore, more attention is dedicated to the approach of superiors, interpersonal relations and balance between private and business life, as well as traditional effects of monotony, work conditions and opportunities for advancement. The author establishes an expertise base about stress by presenting and analyzing the results of numerous scientifically relevant studies on the topic of stress at work, thus familiarizing students, researchers and practitioners with the most important postulates, observations and implications for treating consequences of stress. Moreover, stress as one of the most current issues of modern era is increasingly positioning itself in the centre of the work context through problematic interpersonal relations, conflict or confusing work roles and insufficient or inadequate reward. The author finishes his book/textbook with the chapter about stress measurement methods and techniques, which will be crucial in proving the presence and toxic effects of stress, and in treating stress-related occupational diseases in the future.

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Kugelmann, Robert. "The stress on “stress” in psychology and medicine." New Ideas in Psychology 7, no. 1 (January 1989): 99–108. http://dx.doi.org/10.1016/0732-118x(89)90041-x.

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Cushway, Delia. "Stress in clinical psychology trainees." British Journal of Clinical Psychology 31, no. 2 (May 1992): 169–79. http://dx.doi.org/10.1111/j.2044-8260.1992.tb00981.x.

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Dishman, Rod K. "Biological Psychology, Exercise, and Stress." Quest 46, no. 1 (February 1994): 28–59. http://dx.doi.org/10.1080/00336297.1994.10484109.

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Cahir, Nancy, and Robin D. Morris. "The Psychology Student Stress Questionnaire." Journal of Clinical Psychology 47, no. 3 (May 1991): 414–17. http://dx.doi.org/10.1002/1097-4679(199105)47:3<414::aid-jclp2270470314>3.0.co;2-m.

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Robinson, Alexandra M. "Let's Talk about Stress: History of Stress Research." Review of General Psychology 22, no. 3 (September 2018): 334–42. http://dx.doi.org/10.1037/gpr0000137.

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The reference to stress is ubiquitous in modern society, yet it is a relatively new field of research. The following article provides an overview of the history of stress research and its iterations over the last century. In this article, I provide an overview of the earliest stress research and theories introduced through physiology and medicine and eventually as a concept in psychology. I begin with an exploration of the research of biological stressors 1st explored by experimental physiologist Claude Bernard and eventually adopted as a foundational concept in stress research when Walter Cannon expanded on Bernard's work and identified homeostasis. The contributions of Hans Selye, considered the father of stress research; Sir William Osler; Yerkes and Dodson; and Richard Lazarus are also discussed. Finally, I discuss how, in the new millennium, research on psychological stress has expanded across disciplines ranging from physiology to medicine, chemistry, endocrinology, neurosciences, epidemiology, psychiatry, epigenetics, and psychology, reflecting the complexity of the construct both theoretically and biologically.

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Lazarus, Richard S. "The Psychology of Stress and Coping." Issues in Mental Health Nursing 7, no. 1-4 (January 1985): 399–418. http://dx.doi.org/10.3109/01612848509009463.

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Steptoe, Andrew. "Individual differences, stress, and health psychology." Biological Psychology 28, no. 3 (June 1989): 299–300. http://dx.doi.org/10.1016/0301-0511(89)90016-1.

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Spielberger, Charles D. "The psychology of stress and nutrition." International Journal of Stress Management 1, no. 1 (January 1994): 133. http://dx.doi.org/10.1007/bf01857289.

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Tyrrell, Jeanne. "Sources of Stress Among Psychology Undergraduates." Irish Journal of Psychology 13, no. 2 (January 1992): 184–92. http://dx.doi.org/10.1080/03033910.1992.10557878.

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Holmes, Guy, Zena J. Wight, Janine Soffe-Caswell, Rosemary Corke, Melanie Davies, Anne Maclachlan, Marilyn Owens, Anna Perrin, Penny Priest, and Abi Willis. "CorrespondenceClinical psychology, trust and governanceCombat Stress." Clinical Psychology Forum 1, no. 194 (February 2009): 3–4. http://dx.doi.org/10.53841/bpscpf.2009.1.194.3.

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Rachman, S. "The psychology of fear and stress." Behaviour Research and Therapy 27, no. 6 (1989): 696–97. http://dx.doi.org/10.1016/0005-7967(89)90159-9.

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Rodrigo, E. K. "Health psychology: Stress, behaviour and disease." Behaviour Research and Therapy 33, no. 1 (January 1995): 125. http://dx.doi.org/10.1016/0005-7967(95)90166-3.

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Hudson, Scott A., and Jack O'Regan. "Stress and the graduate psychology student." Journal of Clinical Psychology 50, no. 6 (November 1994): 973–77. http://dx.doi.org/10.1002/1097-4679(199411)50:6<973::aid-jclp2270500623>3.0.co;2-q.

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Rushton, J. Philippe. "The psychology of fear and stress." Personality and Individual Differences 10, no. 2 (January 1989): 273. http://dx.doi.org/10.1016/0191-8869(89)90216-x.

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Shamshetova, Anjim Karamaddinovna, Pokiza Shamsiyevna Isamova, and Muattar Gaffarovna Milieva. "ECOLOGICAL CRISES AND POPULATION PSYCHOLOGY." International Journal of Pedagogics 03, no. 05 (May 1, 2023): 4–10. http://dx.doi.org/10.37547/ijp/volume03issue05-02.

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This article explains the information about the occurrence of a number of negative environmental conditions as a result of the drying of the Aral Sea, the deterioration of living conditions, and the sharp aggressive impact of environmental stress on the behaviour of individuals. that they negatively affect personality traits.

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McClure Brenchley, Kimberly J., and Lynn M. Donahue. "Stress reduction in a high stress population: A service-learning project." Journal of Social and Political Psychology 5, no. 2 (November 8, 2017): 463–76. http://dx.doi.org/10.5964/jspp.v5i2.813.

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Psychology students delivered stress and coping workshops to homeless adolescent mothers as part of a college service-learning project. In this vulnerable and underserved population, stress reduction is critical. Service-learning was used as an avenue to enhance student learning and growth while helping meet this need in our community. The psychology students developed deeper learning, professional skills, and social awareness. The adolescent mothers developed stress reduction skills that they were able to successfully implement. Challenges and recommendations for the implementation of similar service-learning projects are discussed.

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Sabirova, R., M. Umurkulova, and Ben C. H. Kuo. "Academic stress at different yearsof study." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 71–78. http://dx.doi.org/10.31489/2020ped4/71-78.

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The article describes the results of a study of academic stress in 119 psychology students of the Faculty of Philosophy and Psychology of Karaganda State University. The author substantiates the relevance of the stress problem arising in the process of educational activity. The necessity of enriching the diagnostic arsenal of psychologists and teachers with new methods for academic stress research is shown. An empirical study identified objective and subjective sources, mental and somatic manifestations of stress. The dynamics of the course of academic stress at different stages of study at the university is revealed. The results obtained by the authors of the article demonstrate the greatest severity of all parameters of physical and psychological distress at first and fourth years of study. The non-adaptive nature of coping strategies used by students of different grades to stop the negative psycho-emotional experiences associated with stress in educational activities is disclosed. The necessity of psychological and pedagogical support of students in situation of academic stress is shown. The general characteristic of the support program developing personality resources of the students is given, taking into account new methodological approaches to skills and learning strategies.

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Kirkegaard, Tanja, and Svend Brinkmann. "Rewriting stress: Toward a cultural psychology of collective stress at work." Culture & Psychology 21, no. 1 (March 2015): 81–94. http://dx.doi.org/10.1177/1354067x15568978.

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Gan, Yiqun, Jinjin Ma, Huini Peng, Huanya Zhu, Qianqian Ju, and Yidi Chen. "Ten ignored questions for stress psychology research." PsyCh Journal 11, no. 1 (February 2022): 132–41. http://dx.doi.org/10.1002/pchj.520.

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Heikkinen, Charles A. "Toward a More Personalized Psychology of Stress." Counseling Psychologist 14, no. 4 (October 1986): 557–61. http://dx.doi.org/10.1177/0011000086144004.

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Crawford, Susan Lee. "Job Stress and Occupational Health Nursing." AAOHN Journal 41, no. 11 (November 1993): 522–28. http://dx.doi.org/10.1177/216507999304101102.

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Job stress is a condition or event in the workplace that induces strain (a physical, psychological, or behavioral response to a stressor). The outcome of unrelieved job stress can be burnout, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Identification and treatment of job stress falls into four conceptual models: medical, clinical/ counseling psychology, engineering psychology, and organizational psychology. Occupational health nurses can experience job stress in the areas of intrinsic job factors, organizational structures, reward systems, human resource systems, and leadership. Because occupational health nurses promote stress reduction strategies in worker populations, modeling these behaviors is important to enhance the credibility of those promoting such strategies.

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Felsten, Gary, and Kathy Wilcox. "Why is Life Stress Ignored in Studies of ‘Stress’ and Athletic Performance?" Perceptual and Motor Skills 74, no. 3 (June 1992): 800–802. http://dx.doi.org/10.2466/pms.1992.74.3.323.

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Investigations of relationships between stress and athletic performance and stress and outcomes outside of sport psychology have a parallel evolution. Each area has advanced from early attempts to find simple, strong relationships to current strategies for evaluating the influences of individual differences and situational factors on more elusive relationships. However, the most common conceptualizations of stress are very different in research on sport psychology and stress, and most studies of stress and athletic performance do not involve the influences of stress outside athletics. We propose that the approaches used by sports psychologists and stress researchers could be combined to evaluate more fully the relationships between stress and athletic performance.

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Zhu, Hai-Long. "An Empirical Research about Xinjiang Minority College Students’ Value Recognition in Inner-Mainland's Universities of China." ETHICS IN PROGRESS 7, no. 1 (September 1, 2016): 174–83. http://dx.doi.org/10.14746/eip.2016.1.10.

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In order to understand value recognition deeply, the research was taken to 1128 Xingjiang minority college students in inner-mainland 36 universities of China by the questionnaire with five dimensions which political value, moral value, cultural psychology, language stress and environmental stress. The result showed that there was an order tendency in their values, in order, cultural psychology, moral values, political values, language stress and environmental stress. At the same time, there are gander differences. Male and female college students do not exist significant differences in cultural psychology and moral value dimensions. But the differences being in the political values, language stress and environmental stress. Xinjiang minority college students are fundamentally the same as Han nationality students in political values and moral values, but obvious differences in cultural psychology, language stress and environmental stress.

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Hannigan, Ben, Deborah Edwards, and Philip Burnard. "Stress and stress management in clinical psychology: Findings from a systematic review." Journal of Mental Health 13, no. 3 (June 2004): 235–45. http://dx.doi.org/10.1080/09638230410001700871.

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Amalina, Dinda Rizky, Fadila Annisa, Nurhabibah, Patricia Viona Evelin, and Silfi Erisa Hestari. "DESCRIPTIVE STUDY OF ACADEMIC STRESS IN UNP PSYCHOLOGY STUDENTS." In Trend : International Journal of Trends in Global Psychological Science and Education 1, no. 3 (July 5, 2024): 109–13. http://dx.doi.org/10.62260/intrend.v1i3.176.

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Academic stress is a type of stress that originates from the demands of academic activities or the learning process. This stress is perceived by students as a burden that exceeds the limits of ability, which is characterized by various reactions that affect physical, emotional and behavioral aspects. Academic stress affects psychological states, including emotional, cognitive, and behavioral factors that can contribute to illness. This research aims to determine the level of academic stress in psychology students at Padang State University. The research design used was descriptive analytical. The sampling technique used in this research was simple random sampling. The method in this research is to use descriptive qualitative research methods. The population of this research is Padang State University students, while the sample of this research is Padang State University Psychology students. The instrument in this research uses an academic stress questionnaire which is based on 4 aspects according to Robotham (2008), consisting of cognitive, affective, physiological and behavioral aspects. Based on research that has been conducted with the population of this study, namely Padang State University students, while the sample from this research is Padang State University Psychology students. Of the 48 respondents who participated, it was found that 6 respondents were at a low stress level with a percentage of 12.5%, and 37 respondents were at a moderate stress level with a percentage of 77.08%, then 5 respondents were at a high stress level. with a percentage of 10.4%. Based on research conducted on 48 respondents who were psychology students at Padang State University, it was found that the majority of academic stress was at a moderate stress level.

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SUAREZ, Franyelit M., Luis E. ORTIZ, and Luis D. ROSALES. "Stress psychology and its analysis from artificial intelligence." Espacios 41, no. 45 (November 26, 2020): 172–80. http://dx.doi.org/10.48082/espacios-a20v41n45p14.

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A review of emotions from cognitive brain processes is presented, taking into account some experimental neurobiological studies. Sensory systems, physiological reactions of the central nervous system, and emotional stimuli are evaluated. It is evident that subjective expressions and physical reactions of emotions are conditioned to social patterns, family customs and mainly to moral stereotypes of people. Artificial intelligence is used, with state vector machine for the pro-cessing of human biological signals. Among the observed characteristics, self-sanctioning emo-tions and those of empathy with the other prevail. Finally it was possible to recognize that the restriction of emotions in people can cause psychological behaviors that harm their relationship with the environment. It produces antisocial behaviors, lack of understanding of the feelings of others, breach of the rules, among other activities and social standards.

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HOROWITZ, MARDI J. "The Psychology of Fear and Stress, 2nd ed." American Journal of Psychiatry 146, no. 10 (October 1989): 1346–47. http://dx.doi.org/10.1176/ajp.146.10.1346.

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Gill, Diane L. "A Sport and Exercise Psychology Perspective on Stress." Quest 46, no. 1 (February 1994): 20–27. http://dx.doi.org/10.1080/00336297.1994.10484108.

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Gullickson, Terri. "Review of Health Psychology: Stress, Behaviour, and Disease." Contemporary Psychology: A Journal of Reviews 38, no. 6 (June 1993): 655. http://dx.doi.org/10.1037/033463.

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Gibbons, Chris. "Stress, positive psychology and the National Student Survey." Psychology Teaching Review 18, no. 2 (2012): 22–30. http://dx.doi.org/10.53841/bpsptr.2012.18.2.22.

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The aim was to explore the predictive ability of sources of stress and a range of dispositional and coping behaviours on student satisfaction and motivation. Most research exploring sources of stress and coping in students construes stress as psychological distress, with little attempt to consider positive experiences of stress. A questionnaire was administered to 120 first–year UK psychology students. Questions were asked which measured sources of stresswhen rated as likely to contribute to distress (a hassle) and likely to help one achieve (an uplift). The sources of stress were amended from the UK National Student Survey (NSS, 2011). Support, control, self–efficacy, personality and coping style were also measured, along with their potential affect on course satisfaction, motivation and feeling part of a learning community. Thesources of stress likely to lead to distress were more often significant thansources of stress likely to lead to positive, eustress states. Ironically, factors one would consider would help students, such as the university support facilities, only did so when rated as a hassle, not as an uplift. Published university league tables draw heavily on student course satisfaction but this negatively correlated with intellectual motivation and feeling part of a learning community. This suggests course satisfaction alone reveals an incomplet picture of the student experience. Course educators need to consider how course experiences contribute not just to potential distress but to potential eustress. Teaching quality, effective support and work–life balance are key to student satisfaction and motivation. How educators interact with their students and the opportunities they create in and outside the class to promote peer support are likely to enhance satisfaction and motivation.

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Leckliter, Ingrid N. "Popularizing Stress and Stress Management." Contemporary Psychology: A Journal of Reviews 33, no. 5 (May 1988): 454. http://dx.doi.org/10.1037/025726.

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Souto, Isabel, Elisabeth Brito, and Anabela Pereira. "OCCUPATIONAL STRESS ASSESSMENT IN TIMES OF CRISIS: CHALLENGES TO PSYCHOLOGY 4.0." Psicologia, Saúde & Doença 23, no. 2 (September 2022): 533–43. http://dx.doi.org/10.15309/22psd230224.

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Horváth, Ildikó. "What does sport psychology have to offer interpreting?" Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 2 (August 31, 2017): 230–50. http://dx.doi.org/10.1075/babel.63.2.05hor.

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Abstract Sports psychology has a great deal of potential for interpreting and interpreter training, as stress seems to be one of the major psychological factors influencing an interpreter’s professional behaviour. A competitive sports situation is similar to an interpreting assignment, as both are characterized by the need of the performers, the athlete or the interpreter to achieve. They cannot escape from the situation, and they need to achieve what they have undertaken to do. Their performance on the day depends on external and internal factors that they need to control efficiently. Stress is and has for some time been a widely-researched topic in interpreting studies, as it seems to be a fact of life for interpreters. Stress research in interpreting has, however, focused mainly on the external factors influencing an interpreter’s performance. This paper presents an outline of sports psychology and reviews the literature on the psychology of stress. It then presents research conducted on stress in the context of interpreting. Finally, it examines how we can help our students cope with stress and control the internal factors influencing their performance as interpreters.

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Vaníčková, Radka. "Psychology of health and mental hygiene: Psychosocial risks, consequences, and possibilities of work stress prevention." Problems and Perspectives in Management 19, no. 1 (January 28, 2021): 68–77. http://dx.doi.org/10.21511/ppm.19(1).2021.06.

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The relevance of the study lies in the warning of burnout syndrome, which is currently the most frequently solved problem among workers. The study aimed to determine which of the most affected groups of workers is most endangered by psychosocial risk factors. The study aims to point out the issue of burnout syndrome and determine preventive steps to prevent burnout syndrome. The best-chosen method was a survey, which allowed getting as many results as possible. The questionnaire survey interviewed 80 respondents in 2018. The total number of relevant questionnaires used was 50. 11 questionnaires were from employees in the sales department, and 39 questionnaires from employees in the warehouse. Data from questionnaires were processed in Microsoft Excel 2017. Data from questionnaires were selected according to closed and open questions. Open-ended questions were evaluated by keywords. The results, as secondary data, also took into account the primary data. The results of the questionnaires provided a percentage overview of psychosocial stress factors among sales staff and warehouse workers. The results of the questionnaires also served as an incentive to provide measures against burnout syndrome.

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Cox, Tom. "Organizational culture, stress, and stress management." Work & Stress 5, no. 1 (January 1991): 1–4. http://dx.doi.org/10.1080/02678379108256997.

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Fortuny, L. Artiola i. "Assessing Posttraumatic Stress Disorder Without Stress." Contemporary Psychology: A Journal of Reviews 41, no. 8 (August 1996): 783–84. http://dx.doi.org/10.1037/003039.

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Cooper, Cary L., and Sue Cartwright. "Stress-management interventions in the workplace: Stress counselling and stress audits." British Journal of Guidance & Counselling 22, no. 1 (January 1994): 65–73. http://dx.doi.org/10.1080/03069889408253666.

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Santos, Fabio R. M. dos, Shirley S. Lacerda, Cassia C. Coelhoso, Carla R. Barrichello, Patricia R. Tobo, and Elisa H. Kozasa. "The Integration of Meditation and Positive Psychology Practices to Relieve Stress in Women Workers (Flourish): Effects in Two Pilot Studies." Behavioral Sciences 11, no. 4 (March 26, 2021): 43. http://dx.doi.org/10.3390/bs11040043.

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Meditation and positive psychology have been reported as promising approaches to deal with stress. This exploratory pilot study aims to evaluate the efficacy of meditation and positive psychology-based intervention on stress. Two experiments are reported; in the first one, 29 healthcare professionals were included (intervention = 14; control = 15), and the second one included 57 women managers (intervention = 27; control = 30). All participants were evaluated before and after eight weeks for levels of stress, anxiety, depression, and psychiatric symptoms. In Experiment 1, intervention group participants showed a reduction in stress levels and anxiety symptoms, and in Experiment 2, participants in the intervention group showed a decrease in stress, psychiatric symptoms, and sleep quality, when compared to the control group. A multi-component intervention based on positive psychology and meditation practices was effective at reducing stress as well as improving related stress parameters such as anxiety, psychiatric symptoms, and sleep quality.

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Kohlmann, Carl-Walter, Birte Dohnke, Heike Eschenbeck, Cornelia Gross, Uwe Heim-Dreger, Katrin Layh, and Stefanie Meier. "Stress, coping, and health behaviors." Zeitschrift für Gesundheitspsychologie 16, no. 3 (July 2008): 135–38. http://dx.doi.org/10.1026/0943-8149.16.3.135.

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Abstract. Research of the Division of Educational Psychology and Health Psychology has four main topics: 1. Analysis of processing of threat-related information in children is seen as a step towards a better understanding and assessment of vigilant and avoidant coping strategies. 2. Findings concerning gender differences in stress and coping in children and adolescents show that girls in early and middle adolescence display a more favorable coping pattern in social relations than their male peers. Therefore, a focus on the gender-specific development of coping strategies is needed when tailoring programs in stress prevention. 3. Social influences in the context of health behavior change are studied in adults. Cross-sectional and longitudinal studies focus on risk perception, intention formation, and behavior adoption. 4. Aims of the network of school based health promotion are implementation and evaluation of health promoting activities along with the opportunity for networking and training possibilities for schools.

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McKinzie, Charla, Erica Burgoon, Vivian Altamura, and Christopher Bishop. "Exploring the Effect of Stress on Mood, Self-Esteem, and Daily Habits with Psychology Graduate Students." Psychological Reports 99, no. 2 (October 2006): 439–48. http://dx.doi.org/10.2466/pr0.99.2.439-448.

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There are few empirical studies on the issues of psychology graduate students beyond dissertation research. Data from a sample of 65 psychology graduate students were analyzed to explore how stress relates to self-esteem, mood, and daily habits (eating, sleeping, smoking, exercise, and alcohol consumption). The results suggest that sleep patterns, exercise habits, and negative mood were significant correlates and predictors of stress. Findings prompt further investigation of the effects of the stress on psychology graduate students, which might aid in developing interventions leading to increased productivity, satisfaction, and global well-being for both graduate students and faculty.

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Renner, Michael J., and R. Scott Mackin. "A Life Stress Instrument for Classroom Use." Teaching of Psychology 25, no. 1 (January 1998): 46–48. http://dx.doi.org/10.1207/s15328023top2501_15.

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Most introductory psychology textbooks describe Holmes and Rake's Social Readjustment Rating Scale (SRRS; 1967) instrument, which generates stress scores as life change units. Although students seem willing to entertain the possibility that stressors can affect their health, the SRRS does not include many common events that act as stressors for college students and includes many items not meaningful to most college students. This article describes an instrument intended for use in classroom demonstrations, the College Undergraduate Stress Scale (CUSS), and reports a local set of norms for a population of traditional-age college students. The CUSS is useful in teaching concepts within health psychology that are associated with stress and its cumulative effects.

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Linden, Michael, and Benjamin Strack. "Sport Psychology Training Program." Biofeedback 39, no. 3 (November 1, 2011): 129. http://dx.doi.org/10.5298/1081-5937-39.3.13.

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This brief report describes a sport psychology training program using an evaluation based on quantitative electroencephalograph (QEEG), biofeedback stress profiling, continuous performance tests, reaction time assessment, and personality tests. The training includes heart rate variability biofeedback and neurofeedback. Graduates of the program include professional and amateur athletes in a variety of sports, including some athletes with special challenges, such as attention-deficit hyperactivity disorder or Asperger's disorder.

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Larsen, Torben. "Neuroeconomic Psychology." International Journal of Patient-Centered Healthcare 9, no. 1 (January 2019): 1–17. http://dx.doi.org/10.4018/ijpch.2019010101.

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A neuroeconomic decision-making model identifies risk-preference as the basal parameter of economic behavior. Other studies show that persons differentiated by weak, medium, and strong risk-preference have separate behavioral patterns. However, general personality psychology identifies five different personality types. A study of the relationship between risk-preference and personality type shows complementarity and strong correlation between risk-preference and extreme personality types “extravert” and “risk-averter.” The moderated personality types “open-minded,” “respective,” “agreeable,” or “conscientious” behave risk neutral with an internal order according to degree of flexibility. The integrated model of neuroeconomic psychology operates in three complementary cognitive tools: general skills to differentiate between the five types of economic agents is relevant for collaboration; the substance of the moderated personality types is the dual thinking process; and to handle stress the action-mechanism of classical mantra-meditation is explained as reinforcing open-mindedness.

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Thu Nguyet, Phan Thi, and Muslem Daud. "Computer Adaptive Test Development To Assess Students’ Psychology." JURNAL SERAMBI ILMU 22, no. 1 (March 22, 2021): 139–49. http://dx.doi.org/10.32672/si.v22i1.2760.

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Stress becomes a significantly serious issue among university students and we need efficient tools to understand it more. The aim of present study is to develop a Computerized Adaptive Testing (CAT) to measure the mentioned stress, as pioneer project in Vietnam. In this vein, an item bank of 68 items has been constructed, which is based on Likert Polytomous Scales through five subdomains: behavior, academic performance, family, lecturer and finance. The sampling of the survey is large. It has assessed 2,085 students (704 males and 1,381 females). Multidimensional Random Coefficients Multinomial Logit (MRCML) Model is applied to develop Multidimensional Stress Scales and Computerized Adaptive Testing procedure. The result findings indicate that Multidimensional Random Coefficients Multinomial Logit (MRCML) can be used to develop new scale with psychometric properties. Indicated by various fit criteria MNSQ, standard errors, Z (t-test) implemented in software ConQuest. The subdomain has a good reliability (from .857 to .798). As respect to CATs, a simulated experiment based on the empirical data is applied to evaluate the performance of the proposed computerized adaptive testing. The standard error of the estimated stress proficiencies are reported in this study. The 68 items stress data appropriate fit the Multidimensional model applied.

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Anbarasu, Anthonysamy, and Mohanraj Bhuvaneswari. "Effect of positive psychology intervention on stress among tribal adolescents in Jawadhu Hills, India." International Journal of ADVANCED AND APPLIED SCIENCES 11, no. 3 (March 2024): 137–48. http://dx.doi.org/10.21833/ijaas.2024.03.015.

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The purpose of this study is to examine the impact of a positive psychology intervention on the stress levels of tribal adolescents living in the Jawadhu Hills area of India. Tribal communities often have distinct socio-economic and cultural barriers that lead to increased stress levels among adolescents. To address this issue, a positive psychology intervention was implemented that included the use of approaches designed to enhance emotional well-being and resilience. The research used an experimental pre-post control group design and a purposive sampling strategy to assess changes in stress levels using standardized stress measurement instruments. Results showed that the positive psychology intervention dramatically reduced stress levels among tribal youth in the experimental group compared to the control group, from 22.53 to 14.27. Several implications have been raised in light of these findings. First, it is important to emphasize the urgent need for increased awareness of mental health issues among tribal youth. In addition, the use of skilled professional counselors for adolescents significantly alleviates their emotional concerns. It is also essential to tailor interventions to the cultural milieu of the tribal community, taking into account their own needs, values, and traditions. In addition, it is important that local governments, NGOs, and educational institutions work together to implement and sustain positive psychology interventions in tribal schools. Therefore, this research contributes significantly to the understanding of how positive psychology interventions can successfully reduce stress among marginalized tribal youth.

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Platt, Jessica, and Charles Schaefer. "Clinical Psychology Students' Subjective Stress Ratings during Their Doctoral Training." Psychological Reports 76, no. 3 (June 1995): 994. http://dx.doi.org/10.2466/pr0.1995.76.3.994.

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The Bandura-Rosenthal Metrics for Assessing Stress was used to measure perceived stress among 25 first and 28 second- and third-year clinical Ph.D. students. Analysis gave no significant differences in reported stress across time.

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Björkqvist, Kaj, Susanna åman-Back, Jenny Taxell, and Terese Broman. "Correlation between Maternal Stress and Children's Stress." Psychological Reports 102, no. 1 (February 2008): 166–68. http://dx.doi.org/10.2466/pr0.102.1.166-168.

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Mothers ( N=168, M age = 37.0 yr., SD = 4.6) responded to a questionnaire of scales measuring sources of stress and symptoms of stress within themselves, and symptoms of stress in their 5–8-yr.-old children (61 girls, 98 boys; M age = 7.3 yr., SD=1.0). Scores on all scales intercorrelated significantly, indicating a relationship between maternal stress and stress of the child. Both types of stress also correlated with the frequency of punishment of the child. Both maternal stress and frequency of punishment predicted stress symptoms in the children, maternal stress being a somewhat stronger predictor.

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Creson, D. L. "Stress, Traumatic Stress: Is There a Difference?" Contemporary Psychology: A Journal of Reviews 42, no. 3 (March 1997): 224. http://dx.doi.org/10.1037/000511.

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Journal articles on the topic 'Stress (psychology)'

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