How Brunei trainee teachers cope with distress: counseling implications

Area of Science:

• Educational Psychology
• Coping Strategies Research

Background:

• Student teachers face significant distress during training.
• Understanding coping mechanisms is crucial for academic success.

Purpose of the Study:

• Identify coping strategies predicting quantitative reasoning achievement.
• Examine coping differences based on sex, age, and ability.
• Determine effective coping strategies for academic success in quantitative reasoning.

Main Methods:

• Analysis of coping strategies from a single observation dataset.
• Statistical examination of predictive relationships between coping and quantitative reasoning scores.
• Investigation of sex-based and age-based differences in coping mechanisms.

Main Results:

• Confrontive coping, planful problem solving, and self-control significantly predicted achievement.
• Accepting responsibility benefited both male and female student teachers' academic achievement.
• Younger participants (22-24 years) utilized accepting responsibility more than older peers (25-26 years).
• Lower quantitative reasoning scorers employed escape avoidance more than higher scorers.

Conclusions:

• Specific coping strategies positively influence academic achievement in student teachers.
• Counseling interventions should consider age and ability when addressing student teacher distress.
• Further research with larger samples and qualitative data is recommended.