Emotions and coping during exams

Beschreibung

Based on a combination of diaries and prior trait assessments, daily changes in emotions and coping strategies, as well as their temporal relation patterns with selected predictors, were examined across the stages of an exam. Comparing German and South African students, cultural variability in emotions and coping was in part accounted for by three self-construal types of which two emerged congruently across the two national samples. In essence, findings suggest that within-national variability in exam-related emotions and coping may successfully be dissected through self-construal types at the group level, whose differences, in turn, may be examined for universality at the country level.
Based on a combination of diaries and prior trait assessments, daily changes in emotions and coping strategies, as well as their temporal relation patterns with selected predictors, were examined across the stages of an exam. Comparing German and South African students, cultural variability in emotions and coping was in part accounted for by three self-construal types of which two emerged congruently across the two national samples. In essence, findings suggest that within-national variability in exam-related emotions and coping may successfully be dissected through self-construal types at the group level, whose differences, in turn, may be examined for universality at the country level.

Autor*in

Tobias Ringeisen
In research and practice, Tobias Ringeisen facilitates learning processes in higher adult education. After completing his studies in psychology in Germany and South Africa in 2002, he worked at the University of Wuppertal (Germany) and Boston College (USA), finishing his dissertation in educational psychology in 2007. Parallel, he has been serving as a trainer in vocational staff qualification and professional education, now facilitating staff development and management training at the Federal University of Applied Sciences, Münster (Germany).

Themen in »Emotions and coping during exams«

transactional model of stress multi axial coping model self-construals educational stressors Pädagogische Psychologie Empirische Bildungsforschung

Stimmen zu »Emotions and coping during exams«

Details

Link teilen