The Dependence of Coping Behavior of the Students on Peculiarity of Subjective Reflection of the Teacher

Autor/inn/en	Fatima, Tashimova; Zukhra, Ismagambetova; Rima, Dzhansaraeyva; Alma, Mirsabekova; Aliya, Karabayeva; Farisa, Oskenbai
Titel	The Dependence of Coping Behavior of the Students on Peculiarity of Subjective Reflection of the Teacher
Quelle	3 (2013) 5, S.326-333 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-6248
Schlagwörter	Factor Analysis; Teaching Methods; Self Esteem; Reflection; Coping; Defense Mechanisms; Educational Psychology; Student Behavior; Attitude Measures; Behavior Theories; Personality Theories; Teacher Student Relationship; Foreign Countries; Kazakhstan + Suchen Sie Ihr Suchwort? Faktorenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Self-esteem; Selbstaufmerksamkeit; Bewältigung; Abwehrverhalten; Erziehungspsychologie; Pädagogische Psychologie; Student behaviour; Schülerverhalten; Personality theory; Persönlichkeitstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Kasachstan
Abstract	The representation level of the teacher in the inner world of the students is influencing the success in the study activities (Liimets H. I.). Because they are real accompaniers to students in the learning process, as in the temporal aspect, as well as in content, the question arises about the possibility of their impact on particular coping behavior of students. According to hypothesis, following methods were used in the research: Frydenberg and Lewis's ACS (adolescent coping scale) adapted by Krukova, and "scaling of regulatory and personal relations" adapted by Mislavskiy. Processing was carried out by using of factor analysis. The result revealed the following relationship: For students in Group 1, teachers are reflected in both subjects with a high value in the inner world of students, enabling them to achieve aspirations and self-esteem, as well as close to the I image. The students are characterized by a mobile style of coping with a high focus on problem-solving and high level of self-control (egotism). For students in Group 2, teachers reflected as a pleasant personality and accepted, directing their achievements. The style of coping is characterized for the desire for harmony and overcoming psychological defense. For students in Group 3, the teachers are presented as constraints and do not support their claims and self-esteem. They are characterized by egocentric style of coping characterized by a predominance of psychological defense mechanisms (withdrawal, Jonah complex, etc.). In Group 4, the teachers are presented in a contradictory version: as supporting their claims, self-esteem, and criticizing. The style of coping is characterized by a predominance of the emotional components and the avoidance of responsibility. Thus, the measure of the representation of teachers and the nature of their reflection in the inner world of students significantly affect not only the success in studies and in the ways of coping mechanisms reflecting the ratio of personal growth and psychological defense. (Contains 7 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10