Psychology - Master Dissertation

Permanent URI for this collectionhttps://kr.cup.edu.in/handle/32116/147

Browse

Author: search.filters.author.Deepthi, D.P.Has files: No

Search Results

Now showing 1 - 3 of 3
  • No Thumbnail Available
    Item
    Salient Stressors of Teachers Employed in Private Schools in Andhra Pradesh, India
    (Society for Research and Knowledge Management, 2023-06-05T00:00:00) Geddam, Subhasree; Deepthi, D.P.; Jeyavel, Sundaramoorthy
    Traditionally, teaching has been considered a noble profession. However, it has become one of the most physically and intellectually demanding service occupations in the present day. Particularly, teacher stress harms both their health and their students� learning and performance. Stressors for teachers might vary depending on the type of school administration. Although studies have established the stressors experienced by teachers in public schools, relatively little research has been conducted on the stressors experienced by teachers in private schools. The primary purpose of this study was to determine the most significant stressors affecting teachers in private schools. It employed an explorative qualitative research design using convenience sampling. Twenty-one school teachers (nine males and twelve females, mean age of 32, and average teaching experience of 7.5 years) participated in semi-structured telephone interviews that were recorded with a call recorder. The audio data was transcribed and analysed using thematic analysis, yielding five significant themes: concerns with compensation; poor work environment; demands from parents, students, and management; interpersonal problems at work; and excessive workload. The results revealed the presence of workplace bullying and jealousy in schools, as well as new sources of stress for instructors, such as student evaluations. In addition, the report highlighted how teachers' financial restrictions and administrative responsibilities were exacerbating their stress levels and recommended administrative initiatives, such as psychological interventions for the teachers' wellbeing. � 2023 Society for Research and Knowledge Management. All rights reserved.
  • No Thumbnail Available
    Item
    Stress mindset as a mediator between self-efficacy and coping styles
    (Cogent OA, 2023-09-19T00:00:00) Subhasree, Geddam; Jeyavel, Sundaramoorthy; Eapen, Jojo Chacko; Deepthi, D.P.
    Stress mindset is a lens through which one views stress and its consequences as beneficial or harmful for them. It is a distinct variable that differs from frequency, amount, and intensity of stress. The literature review indicated that stress mindset could mediate the link between self-efficacy and coping style, which was previously not tested. Hence, the study aimed; 1) to examine the relationship between self-efficacy, stress mindset, and coping style; 2) to investigate the influence of stress mindset and self-efficacy on coping styles; 3) to find whether stress mindset mediates the association between self-efficacy and coping styles. The study employed a correlational research design, whereby through multi-phase sampling recruited 727 participants (male = 300, female = 427, mean age = 16.26) studying in 11th and 12th standard. The researchers administered validated stress mindset, self-efficacy, and coping style and performed a multiple correlational and regression analysis. They computed mediation analysis using Haye�s model 4 in Process Macro. The finding indicated that the association between self-efficacy and self-controlling coping style is mediated by stress mindset. Furthermore, it mediated the connection between some sub-domains of self-efficacy and coping styles. The data were evident to infer that individual with high self-efficacy can interpret social stressors as beneficial and improve their coping skills. � 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
  • No Thumbnail Available
    Item
    Proactive coping and social-emotional adjustment among students with and without learning disabilities in Kerala, India
    (Frontiers Media S.A., 2022-10-06T00:00:00) Deepthi, D.P.; Jeyavel, Sundaramoorthy; Subhasree, G.; Jojo, Chacko Eapen
    The current study compared the level of proactive coping and social-emotional adjustment of students with and without learning disabilities. In addition to the relationship, influence of proactive coping on social-emotional adjustment of students with and without learning disabilities was also explored. Using a multistage random sampling method researcher selected students with and without learning disabilities in the age group of 15�17 years; each group consists of 150 participants from different high schools in Kerala. The instruments employed in this study were the Proactive Coping Inventory and the Adjustment Inventory for School Students-AISS. Correlation, t-test, and regression analysis were used to analyses the data. The students with learning disabilities have found to have lower levels of proactive coping and social emotional adjustment than those without learning disabilities. Further, a positive correlation between social emotional adjustment and proactive coping was also observed. The regression analysis has revealed that proactive coping of students with and without learning disabilities was significantly predicting their adjustment. As students with learning disabilities showing lower proactive coping skills, the study emphasizes the need to enhance proactive coping among students with learning disabilities. Improving proactive coping in both students with and without learning disabilities may help to mitigate social emotional adjustment issues. Copyright � 2022 Deepthi, Jeyavel, Subhasree and Jojo.