压力情境认知评价与工作倦怠的关系

为探讨压力情境认知评价与工作倦怠的关系,选取北京、河南两家公司的303名员工进行了调查。分层结果分析发现,在控制了人口统计学因素之后,挑战评价对玩世不恭存在显著正向预测作用,控制评价对情绪衰竭、玩世不恭和成就感低落存在显著负向预测作用;进一步分析发现,控制评价在情绪中心应对和情绪衰竭、问题中心应对与成就感低落之间按的关系上具有调节作用。结果表明,压力情境认知评价是影响员工工作倦怠的重要因素。     

COPING WITH AN ORGANIZATIONAL MERGER OVER FOUR STAGES

This longitudinal study examined how individuals cope over 4 stages of a merger. The study replicated and extended past coping research by examining changes in coping variables over time. Employee appraisals, coping resources, negative emotions, and emotion-focused and problem-focused coping strategies were measured. Negative appraisal, social support, perceived control, and emotion-focused coping significantly changed across stages. Coping variables exhibited linear, quadratic, and cubic trends over time, highlighting the complex and dynamic nature of the coping process. The findings provide important insight into how company management may influence employee coping during a merger. Implications for future research also are discussed.     

If it changes it must be a process: study of emotion and coping during three stages of a college examination

This natural experiment provides substantial evidence for the following major themes, which are based on a cognitively oriented, process-centered theory of stress and coping: First, a stressful encounter should be viewed as a dynamic, unfolding process, not as a static, unitary event. Emotion and coping (including the use of social support) were assessed at three stages of a midterm examination: the anticipation stage before the exam, the waiting stage after the exam and before grades were announced, and after grades were posted. For the group as a whole there were significant changes in emotions and coping (including the use of social support) across the three stages. Second, people experience seemingly contradictory emotions and states of mind during every stage of an encounter. In this study, for example, subjects experienced both threat emotions and challege emotions. The complexity of emotions and their cognitive appraisals reflects ambiguity regarding the multifaceted nature of the exam and its meanings, especially during the anticipation stage. Third, coping is a complex process. On the average, subjects used combinations of most of the available forms of problem-focused coping and emotion-focused coping at every stage of the exam. Different forms of coping were salient during the anticipation and waiting stages. Problem-focused coping and emphasizing the positive were more prominent during the former, and distancing more prominent during the latter. Finally, despite normatively shared emotional reactions at each stage, substantial individual differences remained. Using selected appraisal and coping variables, and taking grade point averages (GPA) into account, approximately 48% of the variances in threat and challenge emotions at the anticipation stage was explained. Controlling for variance due to the grade received, appraisal, and coping variables accounted for 28% of the variance in positive and negative emotions at the outcome stage. Including grade, 57% of the variance in positive emotions at outcome and 61% of the negative emotions at outcome were explained.     

Personality and Coping: Three Generations of Research

ABSTRACT This article introduces the Journal of Personality 's special issue on coping and personality. It first presents a historical overview of the psychological study of how people cope with stress and identifies three generations of theory and research: (a) the psychoanalysts and the ego development school, which tended to equate personality and coping strategies; (b) the transactional approach, which appeared in the 1960s and emphasized situational and cognitive influences on coping while downplaying the role of individual differences; and (c) the most recent, "third generation," whose work is represented in this special issue and focuses on the role of personality in coping while maintaining strong operational distinctions among coping, personality, appraisal, and adaptational outcomes. This introduction concludes with a discussion of unresolved conceptual and methodological issues and a brief orientation to the third-generation articles that follow in this special issue.     

Stress, health and illness: four challenges for the future

The concept of stress has a long and perhaps foundational history in health psychology. However, it is also not without its detractors, who point out imprecise and simplistic use of the concept. Four challenges for stress research in health psychology delineate the nuanced and contextualised future. First, 'stress' can be located in the environment, in appraisal or in response (e.g., emotions or physiology). Careful conceptualisation and assessment can differentiate among these locales, as well as reveal interactions among them. Second, coping refers to the transaction between stress and the affected person. Understanding exactly why coping moderates the effects of stress is a major challenge for coping research. Third, stress happens to different people with different personalities and temperaments and at different stages of their lives. People may even be different from themselves at different life stages. These individual differences can impact all manner of stress and coping. Fourth, stress is dynamic. Minor events come and go, and major events create a cascade of changes in the individual's life. Understanding how stress, coping and health change over time within individuals (i.e., in a multi-level framework) will be a major advance for the field.     

Work stress and coping: drawing together research and practice

Despite the enthusiasm for coping research, reviewers are concerned that much of the research has failed to live up to expectations as to its practical relevance. Yet the debate about the application of coping research is not short on writers pointing the way forward. By examining a number of issues at the heart of the debate on coping research this paper focuses on what may be ways of bridging the gap between coping research and practice. What follows is a discussion around the belief that if coping research is to become more clinically relevant, then researchers need to make better use of transactional models of stress. More specifically this paper points to the explanatory potential in concepts like appraisal that provide the psychological links between the individual and the stressful encounter. Moreover if coping researchers are to focus on more process-focused models, then what is needed is a time of quiet reconstruction where researchers consider where current methodologies are taking us and what alternative methods can provide. The argument here is that coping research needs to adopt measurement methods that reflect the techniques of clinicians. The emphasis is for coping methods to become more ecologically sensitive, person- and meaning-centred, daily processing and narrative in application.     

Appraisal and Coping as Mediators of the Effects of Cumulative Risk on Preadolescent Adjustment

This study examined the concurrent and longitudinal relations among cumulative risk, appraisal, coping, and adjustment. Longitudinal path models were tested in a community sample of 316 children in preadolescence to examine hypotheses that threat appraisal and avoidant coping mediate the effects of cumulative risk on child adjustment, whereas positive appraisal and active coping were hypothesized to predict better adjustment independently. Children and their mothers were assessed during in-home interviews at three time points at one-year intervals. Children reported on appraisal and coping strategies. Mothers and children reported on child adjustment problems and positive adjustment. Rank-order changes in appraisal and coping predicted rank-order changes in adjustment. Cumulative risk was concurrently related to higher threat appraisal and avoidant coping at each time point. Threat appraisal and avoidant coping mediated the relations of cumulative risk to rank-order changes in adjustment. There is specificity in the relations of cumulative risk to threat appraisal and avoidant coping, whereas positive appraisal and active coping are independent of risk and operate as individual resource factors.     

Problem Solving,Stress, and Coping in Adolescent Suicide Attempts

Twenty adolescents who had made suicide attempts were compared with 20 nonpsychiatric control subjects on measures of problem solving, stress, and coping. The suicidal group did not show evidence of “rigid” thinking or of deficits in the ability to generate solutions to standardized interpersonal problems. However, they did report recent histories of more severe life stress and had inaccurate appraisal of the extent to which stressful events could be controlled. Although suicidal patients were able to generate as many adaptive strategies as control subjects for coping with their own most severe recent real-life stressor, they actually used fewer. They were also more likely to identify maladaptive behaviors as ways of coping. These findings support a transactional model of adolescent suicidal behavior, whereby inaccuracies in the appraisal aspects of problem solving (but not in the solution-generation aspects) in the face of high life stress lead to a reduction in the use of adaptive efforts to cope.     

Processes of appraisal and coping in the development and maintenance of Premenstrual Dysphoric Disorder

This article examines the role of appraisal and coping strategies in relation to women's subjective negotiation of premenstrual changes, drawing on a series of narrative interviews conducted with women who met diagnostic criteria for Premenstrual Dysphoric Disorder (PMDD). The major themes that emerged from the interviews were: the PMDD sufferer as split; over‐responsibility is linked to PMDD; PMDD = lack of control; methods of coping; attributions for symptoms; and PMDD as a relational issue. This article draws on each of these narrative themes, in order to illustrate three interrelated psychological processes of appraisal and coping central to the development and maintenance of ‘PMDD’ or ‘PMS’ (Premenstrual Syndrome). The first process is awareness of changes in psychological or physical experiences, ability to cope, or reactivity to others, premenstrually. The second process involves expectations and perceptions of premenstrual changes. The third is women's response and ways of coping. This study thus stands in contrast to research positioned within a positivist epistemological framework, where PMDD is viewed as a fixed entity; and women's subjective experience of premenstrual changes, is marginalized or negated. It is argued that premenstrual changes evolve in the context of an ongoing interaction between internal experiences, perceptions, reactions, relationships, and cultural expectations, that differ between women, across menstrual cycles, and can shift within a specific cycle: described as a material‐discursive‐intrapsychic interaction. Copyright © 2002 John Wiley & Sons, Ltd.     

Are the sources of interest the same for everyone? Using multilevel mixture models to explore individual differences in appraisal structures

How does personality influence the relationship between appraisals and emotions? Recent research suggests individual differences in appraisal structures: people may differ in an emotion's appraisal pattern. We explored individual differences in interest's appraisal structure, assessed as the within-person covariance of appraisals with interest. People viewed images of abstract visual art and provided ratings of interest and of interest's appraisals (novelty–complexity and coping potential) for each picture. A multilevel mixture model found two between-person classes that reflected distinct within-person appraisal styles. For people in the larger class (68%), the novelty–complexity appraisal had a stronger effect on interest; for people in the smaller class (32%), the coping potential appraisal had a stronger effect. People in the larger class were significantly higher in appetitive traits related to novelty seeking (e.g., sensation seeking, openness to experience, and trait curiosity), suggesting that the appraisal classes have substantive meaning. We conclude by discussing the value of within-person mixture models for the study of personality and appraisal.     

Personality and stress

Recent years have witnessed an upsurge of interest in how personality affects the stress process. This paper reports on a broad spectrum of findings on the relationships between personality and stress, taking transactional stress theory as the point of departure. A first part outlines the different approaches stress research has taken within personality psychology as opposed to research based on transactional stress theory and discusses the debate between these two paradigms. The second part gives an overview of empirical findings, with a focus on the Big Five personality factors, in order to demonstrate that personality affects the stress process in every aspect. The discussion suggests that we address unresolved problems of transactional stress research in the framework of interactionist personality psychology. Special attention ought to be given to developing a better understanding of situational characteristics, stress-producing mechanisms, and the functions of situational choices and coping strategies for personality.     

Gender differences in coping: A further test of socialization and role constraint theories

To further test role constraint and socialization theories of gender differences in coping, two studies were conducted to examine coping strategies in individuals occupying similar roles. The relations between coping strategy frequency and effectiveness and between coping strategy use and psychological functioning also were examined. Predominantly Caucasian female and male college students participated in the studies. Results indicated support for both socialization and role constraint theories. Effectiveness and frequency of coping strategy use were moderately correlated. Gender differences in cognitive appraisal varied with dispositional vs. situational assessment. The need for a more integrated model to explain gender differences in coping and implications for existing theories are discussed.     

Stress and burnout among French elementary school teachers: A transactional approach

Teachers meet increasing difficulties in their work: overwork, students dropping out of the system, the discredit of the profession among users of the educational system. These problems are stressors which have an influence on the vulnerability of teachers and lead to burnout. The transactional model of stress by Lazarus and Folkman [Lazarus, R.S., Folkman, S., 1984. Stress, appraisal and coping, New York, Springer] emphasizes the importance of the activity expended by an individual in order to confront a stressful situation. We administered several questionnaires to 410 French elementary schoolteachers during the first term (T1) in order to evaluate: their sociobiographic characteristics; the frequency of professional problems; perceived self-efficacy; social support; and their coping strategies. The burnout of 259 teachers of the same cohort was evaluated during the third term (T2). The results of this research show the interest of taking into account transactional processes in order to study the effects of professional stress on burnout.     

Attachment and affective resolution following a stressful event: General and religious coping as possible mediators

The current study replicated and extended previous research on mediators of attachment qualities and outcome (affective resolution), including appraisal, coping, and religious coping. Structural equation models were used to analyze the responses on an Internet survey for a primarily Christian sample of 1,289 adults (416 men and 873 women). As expected, appraisal was a significant mediator of ambivalent attachment qualities and coping, as well as ambivalent attachment qualities and religious coping. Avoidance coping significantly mediated ambivalent attachment qualities and affective resolution; it also mediated avoidant attachment qualities and affective resolution. Fit indices for models were adequate only when differences between interpersonal and non-interpersonal events were taken into account. Substantial similarities were found in the relationships among variables for the two models examined, one including coping in general and the other including religious coping. Religious coping provided additional explanatory value to more secular models of coping in a highly religious sample. The implications for assimilating religious coping into mainstream coping research are discussed.     

Appraisal and coping strategy use in victims of school bullying

Background: Transactional models of coping (Lazarus & Folkman, 1984) can contribute to our understanding of why some children cope effectively with bullying while others suffer negative outcomes. However, previous research has relied on coping measures that are not comparable with adult measures, restricting investigation of developmental trends. Additionally, previous research has not included appraisals when measuring coping using an established coping measure. Aims: To examine the factor structure of a coping measure that is directly comparable with the adult literature; to examine the content of pupils' threat and challenge appraisals concerning bullying; and to examine the relationships between appraisals and coping strategy use within the victims of school bullying. Sample: Participants were 459 children aged 9 — 14 years. Method: A self‐report bullying questionnaire, incorporating Halstead et al.'s (1993) adolescent version of the Ways of Coping Checklist, was completed by participants. Also included were control, threat and challenge appraisal items. Results: Confirmatory factor analysis confirmed that Halstead et al.'s four‐factor model of coping is valid for a population of school bullying victims. Content validity of items used to measure threat and challenge appraisal was demonstrated. Ambiguity of challenge appraisal influenced the use of Wishful Thinking, Seeks Social Support and Problem Focused coping. Wishful Thinking was also influenced by control appraisal. Avoidance coping was not influenced by the appraisals measured. Conclusion: Halstead et al.'s Revised Ways of Coping Checklist can be used to measure coping amongst child and adolescent victims of bullying. Furthermore, including appraisal variables improves our understanding of individual differences between victims' coping strategy choices.     

Personality and coping in neuropathic chronic pain: a predictable divorce

We approach the problem about relationships between personality dimensions and the use of coping strategies in chronic pain patients. The most frequently used theoretical model in the area of stress and its relation to pain is the transactional model, taking into account that the incorporation of personality traits improves predictions via coping in the stress process. Following the Big Five model, the relationships between personality and coping strategies in patients with chronical neuropathic pain were established. The results showed slight relationships between the Big-Five dimensions and coping. A vulnerable personality profile in patients with chronic neuropathic pain was obtained, consisting of high neuroticism, low extraversion, openness to experience and responsibility, and moderate agreeableness.     

Applying the Transactional Stress and Coping Model to Sickle Cell Disorder and Insulin-Dependent Diabetes Mellitus: Identifying Psychosocial Variables Related to Adjustment and Intervention

This review paper examines the literature on psychosocial factors associated with adjustment to sickle cell disease and insulin-dependent diabetes mellitus in children through the framework of the transactional stress and coping (TSC) model. The transactional stress and coping model views adaptation to a childhood chronic illness as mediated by several psychosocial factors. This review examines the utility of the model in explaining adjustment in two different childhood diseases, identifies needed research and intervention targets, as well as highlights potential changes to the model. The major conclusions of this review suggest that, in addition to child-specific factors, family functioning is an area that interventions should address in sickle cell disease and insulin-dependent diabetes mellitus.     

Predicting Stereotype Threat,Test Anxiety,and Cognitive Ability Test Performance: An Examination of Three Models

As the classroom and workplace, among other contexts, become more diverse in their population characteristics, the need to be aware of specific factors impacting testing outcome issues correspondingly increases. The focus in this study, among other purposes, was to identify possible interactions between examinee's individual-difference characteristics (e.g., personality) and characteristics of the testing environment on test anxiety reactions and cognitive ability test performance. This study assessed reactions and performance in 4 different testing conditions through a path-analytic testing of 3 well-established theoretical models of stress appraisal and coping (i.e., cognitive appraisal, personality trait, and transactional). The transactional model, incorporating both personality and testing condition factors, was best in predicting the variance associated with the cognitive ability test scores, the 3 test anxiety score indexes (i.e., social derogation, physical tenseness, and cognitive obstruction), and the stereotype threat scores. With personality traits, for example, agreeableness was a relatively strong and consistent predictor of all study measures. Regarding testing condition factors, only the manipulation of stereotype threat level (low or high) produced some significant accounting of variance. Higher perceived stereotype threat levels were generally associated with heightened stereotype threat belief perceptions, lower cognitive ability test scores, and, interestingly, reduced feelings of cognitive obstruction in test anxiety.     

Antecedents and consequences of coping in the anticipatory stage of an exam: A longitudinal study emphasizing the role of affect

Abstract

A longitudinal study with three periods of data collection has been designed to test a model concerning the antecedents and consequences of coping in the anticipatory stage of an examination stress process. The model tested focuses on the role of positive and negative affect at an early stage as the main antecedents for coping. Primary and secondary appraisal, and dispositional variables (perceived personal competence and optimism) have been related to early affect. Moreover, the consequences of coping, considered as the affect measured after the deployment of coping strategies, and the grade obtained in the exam, are also tested. Results show that early affect is the main antecedent of displayed coping strategies. Dispositional variables and appraisal are related to affect, and differential effects of coping in later affect have been noticed. No relationship between coping and grade has been found. Implications for research on coping with examination stress are discussed.     

Stress,healthiness and health behaviours: An exploration of the role of life events,daily hassles,cognitive appraisal and the coping process

In a study of 220 participants, the relationship between life events, daily hassles, cognitive appraisal and coping, stress and general healthiness was investigated utilizing a self report methodology. The different aspects of healthiness and health behaviour/lifestyle appear to be related to different appraisal and coping styles. The role of daily hassles and life events in the process also vary across different aspects of health, illness and health behaviours. In fact the number of life events experienced appear to contribute more to hardiness than to vulnerability. It is proposed that to understand the process an integrative model is required which allows for flexibility in analysis.