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JOURNAL OF INTERDISCIPLINARY RESEARCH
anger, applied more frequently by the full time students. The
strategy of responsibility was more frequently utilised by the
part time students, social support was searched more by full time
students, they also remain uninvolved. Telling, resp. not telling
the bad situation at school to the parents is more often presented
by full time students, however, it is necessary to consider, that
majority of part time students are of older age, they often live
with their own family, where reporting study results to parents is
irrelevant.
Table 4 Differences from the aspect of faith
Coping
strategies
Believers
Non -
believers
p
t
Anger
2,279
2,021
2,122
0,035
*
Inadequate
reactions
2,031
1,731
2,129
0,034
*
It was found out, that in comparison of utilising strategies of the
respondents from the aspect of faith, the believers more often
utilise strategy of anger and inadequate reactions. Utilising these
two strategies is not surprising in combination, because a
relation between them was proven in correlation (Pearson corr.
0,538**). Surprise is the preference of these emotions orientated
strategies by the believing part of the respondents.
Table 5 Differences from the aspect of the size of place of
residence (cut point 50.000 inhabitants)
Coping
strategies
Up to
50 thou
Over
50 thou
p
t
Anger
2,310
2,066
2,231
0,027
*
Inadequate
reactions
2,053
1,764
2,458
0,015
*
According to the differences found, we can state again the
composed occurrence of two strategies: anger and inadequate
reactions. Both reactions were more frequently used by the
respondents from smaller towns of residence.
Table 6 Differences from the aspect of alcohol use
Coping
strategies
Less
alcohol
More
alcohol
p
t
Remaining
uninvolved
3,199
3,486
-2,034
0,043
*
Forgetting
3,074
3,317
-2,023
0,044
*
In case of respondents who report more frequents alcohol use (3-
4 times a month and more), utilisation of strategies as forgetting
and reaming uninvolved was confirmed. Their total occurrence
again confirms the level of mutual correlation (Pearson corr.
0,468**).
6 Conclusion and discussion
The principal idea or research objectives consisted in the fact,
that social support as a part of self-care can function as a method
of coping with stress and it can be related to coping with school
failure. The analyzed sample of 217, of that female students
(194) and male students (18) of social studies confirmed
relations between experienced extent of stress and perceived
social support. It was a positive relation between stress and
perceived support from the part of the parents and from the part
of friends.
In searching for relations between stress and coping with school
failure it was found out that strategies of anger, inadequate
reactions and responsibility correlate most with stress. Along
with anger and inappropriate behavior (inadequate reactions),
which are the strategies related to each other, so it is possible to
assume that they will occur jointly, it is interesting that another
strategy most frequently used in stress is taking responsibility.
In analyzing differences from the aspect of faith it was found out
that the respondents believers more frequently uses as a strategy
of coping with school failure anger and selecting inadequate
reactions. The same is preferred by the respondents living in the
cities of over 50 thousand inhabitants, in comparison to
respondents living in bigger cities. From the aspect of the form
of study it was found out that full time students more frequently
select anger, looking for social support and remaining
uninvolved as the strategies in comparison with part time
students. Those select taking responsibility more frequently that
full time students. The respondents who drink alcohol more
frequently select mostly strategies as remaining uninvolved and
forgetting.
The study performed in 2012 in Ankara with the sample of 371
university students (Cam, Deniz, Kurnaz 2014) also confirmed
relation between stress and social support by Pearson correlation
coefficient with the value of 0,160, it is a similar result as in this
research where the author found out positive correlation on the
level of the coefficient value of 0,190.
Coffman a Gilligan (2003) found from the sample of 94 students
of the first year of Southeastern University in the USA relation
between stress, social support and life satisfaction. They have
found out that the high level of stress is negatively connected to
the level of life satisfaction, the extent of stress negatively
correlated with the extent of social support. Their final finding
was that a higher level of social support and lower stress level
was not related to a higher level of life satisfaction.
Friedlander, Reid, Shupak and Cribbie (2007) were dealing with
finding relations between stress, social support and success at
school in the research sample of 128 freshmen – university
students. They have found out that the higher level of social
support and lower stress predicts higher level of school success.
So we can state that in the elementary features similar results
were confirmed, as in other research studies. Differences found
in the strategies applied give a chance of further research and a
question arises, if performing aware self-care could bring a
positive change in coping with school failure. As the students
involved were social studies students, it is necessary for them to
learn during their studies to cope with demanding situations by
an appropriate method and during performing their profession to
avoid inappropriate coping strategies and protected themselves
that way and also to be able to lead their clients to appropriate
selection of coping strategies. As under conditions of SR the
concept of self-care in its complexness das not been accepted so
far, new possibilities are being open for the experts in this area,
regarding practical performance and research objectives as well.
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