CoChat
Sign Up
Cited by 16Student Stress and CopingTeacher Education and Leadership StudiesTeacher Education and Assessments

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

Brunei’s teacher education programs: insights into students’ coping and help-seeking strategies to challenges

Open access
Mundia, Lawrence, Shahrill, Masitah, Jaidin, Jainatul Halida, Jawawi, Rosmawijah, Mahadi, Mar Aswandi·2016·International Journal of Mental Health Systems
DOI 10.1186/s13033-016-0091-5PMC PMC5041558
Open this paper in CoChat — free accountOpen PDF

Abstract

BACKGROUND: Brunei started implementing its two main reformed teacher education programs, MTeach and MEd, in 2009. The reasons for these innovations included upgrading the standard of teacher training, increasing teaching effectiveness, and improving the quality of education in the country. The purpose of this study was to determine how student teachers coped with and sought help on the challenging programs. METHODS: Using an online survey design, 76 randomly selected recent graduate teachers responded appropriately to questionnaires administered to them by email. The obtained quantitative research information included demographic, coping, and help-seeking data, all analyzed by SPSS Version 22. RESULTS: Participants endorsed both the productive and nonproductive coping strategies. In addition, they depended more on peers, teachers and internet sources for help. Four major findings were obtained. First, task-oriented coping was the most important and significant predictor of success on the MTeach and MEd programs. Second, females had a higher likelihood of success compared to males (OR = 22.760, 95 % CI for OR = 12.848-40.320). Third, students who consulted relevant internet resources had higher odds for succeeding compared to those who did not (OR = 2.237, 95 % CI 1.196-4.183). Fourth, less-able students who collaboratively worked with the more-able peers were nearly two times more likely to perform better than those who did not (OR = 1.982, 95 % CI 1.082-3.630). CONCLUSIONS: Coping and help-seeking were positively and significantly related to academic achievement on the two Brunei main teacher education programs. Evidence from the present study suggested that vulnerable and at-risk trainee teachers needed appropriate interventions (educational, counseling and psychotherapy) related to effective use of task-oriented coping and seeking help via cooperative learning, internet sources, and teacher consultations,. Further research with interview probes was recommended to gain additional information on the problem and its solutions.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1186/s13033-016-0091-5

Cites

3 of 3 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Research works printed but not linked: 31

  1. Lazarus RS, Folkman S. Stress, appraisal and coping. New York: Springer; 1984.
  2. Reijntjes A, Stegge H, Terwogt MM. Children’s coping with peer rejection: the role of depressive symptoms, social competence, and gender. Infant Child Dev. 2006;15:89–107. doi: 10.1002/icd.435 . · DOI
  3. Reevy GM. Relationship of big five traits and coping mechanisms with college grade point average. In: Reevy GM, Frydenberg E, editors. Personality, stress, and coping. Charlotte: Information Age Publishing, Inc; 2011. p. 191–216.
  4. Ayers TS, Sandler IN, West SG, Roosa MW. A dispositional and situational assessment of children’s coping: testing alternative models of coping. J Pers. 1996;64:923–58. · DOI
  5. Frydenberg E, Lewis R. Adolescent coping scale. Administrators manual. Hawthorn: Australian Council for Educational Research; 1993.
  6. Carver CS, Scheier MF, Weintraub JK. Assessing coping strategies: a theoretically-based approach. J Pers Soc Psychol. 1989;56:267–83. · DOI · Paper page
  7. Endler NS, Parker JDA. Coping inventory for stressful situations, CISS. North Tonawanda: Multi-health Systems; 1990.
  8. Lazarus RS, Folkman S. The ways of coping questionnaire, WCQ. Palo Alto: Consulting Psychologists Press; 1988.
  9. van Uden JM, Ritzen H, Pieters JM. I think I can engage my students: teachers’ perceptions of student engagement and their beliefs about being a teacher. Teach Teac Educ. 2013;32:43–54. · DOI
  10. van Uden JM, Ritzen H, Pieters JM. Engaging students: the role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teach Teac Educ. 2014;37:21–32. · DOI
  11. Lindinger-Sternart S. Help-seeking behaviors of men for mental health and the impact of diverse cultural backgrounds. Int J Soc Sci Stud. 2014;3(1):1–6.
  12. Steinfeldt JA, Steinfeldt MC. Profile of masculine norms and help-seeking stigma in college football. Sport Exerc Perform Psychol. 2012;1:58–71. · DOI
  13. Krejcie RV, Morgan DW. Determining sample size for research activities. Educ Psychol Measur. 1970;30:607–10. · DOI · Paper page
  14. Cronbach LJ. Coefficient Alpha and the Internal Structure of Tests. Psychometrika. 1951;16:297–334. · DOI · Paper page
  15. Guilford JP, Fruchter B. Fundamental Statistics in Psychology and Education. 6th ed. London: McGraw-Hill; 1978.
  16. Carmines EG, Zeller RA. Reliability and validity assessment. Beverly Hills: Sage; 1979. · DOI · Paper page
  17. Rust J, Golombok S. Modern psychometrics: The science of psychological assessment. London: Routledge; 1989.
  18. Gable RK. Instrument development in the affective domain. Boston: Kluwer-Nijhoff; 1986. · DOI
  19. Gogolin L, Swartz F. A quantitative and qualitative inquiry into the attitudes toward science of non-science college students. J Res Sci Teach. 1992;29(5):487–504. · DOI
  20. Bouteyre E, Maurel M, Bernand J-L. Daily hassles and depressive symptoms among first year psychology students in France: the role of coping and social support. Stress Health. 2007;23:93–9. · DOI
  21. Calsbeek H, Rijken M, Bekkers MJTM, van Berge GP, Dekker J. Coping in adolescents and young adults with chronic digestive disorders: impact on school and leisure activities. Psychol Health. 2006;21(4):447–62. · DOI
  22. Brands I, Köhler S, Stapert S, Wade D, van Heugten CP. How flexible is coping after acquired brain injury? A one year prospective study investigating coping patterns and influence of self-efficacy, executive functioning and selfawareness. J Rehabil Med. 2014;46:869–75. · DOI
  23. Landau S, Brian S, Everitt BS. A handbook of statistical analyses using SPSS. Washington, D.C: Chapman & Hall; 2004.
  24. Der G, Everitt BS. A handbook of statistical analyses using SAS. New York: Chapman & Hall; 2002.
  25. Greenglass ER, Schwarzer R, Jakubiec D, Fiksenbaum L, Taubert S. The proactive coping inventory, PCI: a multidimensional research instrument. 1999. http://www.userpage.fu-berlin.de/~health/greenpci.htm . Accessed Sep 2015. · DOI
  26. BarOn R, Parker JDA. Bar on emotional inventory quotient inventory: youth version. North Tonawanda: Multi-Health Systems; 2000.
  27. Pabiton CP. Concerns, issues and coping strategies of international students in selected private universities in the Philippines. Philipp J Couns Cent. 2004;6:22–31.
  28. Pabiton CP. Problems and coping strategies of university students: implication for counseling centres. Philipp J Couns Cent. 2007;6:78–95.
  29. Chan WM, Lim KM. Adolescent foreign students’ preferred sources of help for academic and interpersonal problems. J Appl Res Educ. 2006;10:87–95.
  30. Caprara GV, Vecchione M, Alessandri G, Gerbino M, Barbaranelli C. The contribution of personality traits and self-efficacy beliefs to academic achievement: a longitudinal study. Br J Educ Psychol. 2010;81:78–96. · DOI
  31. Mann L, Nota L, Soresi S, Ferrari L, Frydenberg E. The relationship between coping strategies, decision-coping patterns, and self-efficacy in adolescence. In: Reevy GM, Frydenberg E, editors. Personality, stress, and coping. Charlotte: Information Age Publishing Inc; 2011. p. 25–48.

Cited by

Sorted by citations

See all 16

Metadata

Authors
Mundia, L., Shahrill, M., Jaidin, J. H., Jawawi, R., & Mahadi, M. A.
Affiliations
Universiti Brunei Darussalam (BN)
Corresponding author
Mundia, Lawrence
ORCID
Venue
International Journal of Mental Health Systems
Publisher
Springer Science and Business Media LLC
Published
2016-09-29
Volume
10
Issue
1
Pages
62-62
ISSN
1752-4458 (ISSN-L)
DOI
10.1186/s13033-016-0091-5
PMC
PMC5041558
OpenAlex
W2525738506
Cited by
16
References
3
Citations by year
2026: 1 · 2025: 1 · 2024: 2 · 2023: 3 · 2022: 1 · 2018: 5 · 2017: 3
FWCI
4.51
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • International Journal of Mental Health Systems (publishedVersion, cc-by)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
Keywords
teacher professional development, coping strategies, help-seeking, pre-service teachers, academic performance, task-oriented coping, gender differences, online resources, peer collaboration, MED, Brunei, teacher education reform

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review