Online ISSN: 2515-8260

Keywords : Coping strategies


Relationship of Dental Anxiety with Different Coping Styles in Children

Dr. Hitakshi Kathiria; Dr B Suba Ranjana; Dr Ivashpreet Kaur; Dr. Anup K Panda; Dr. Mira Virda; Dr. Priyank Sudani

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 10, Pages 3165-3172

Background: Children face a moderate to a high degree of stress attached to all kinds of dental treatment resulting in compromised dental treatment. The way children cope with stress has been the focus of psychological and behavioral management research.
Aim: To find a relationship between anxious children to different coping styles that could help the pediatric dentist for planning treatment for the child to aid in effective coping.
Design: The anxiety level of 100 children aged between 8 to 12 years was assessed using a modified child dental anxiety scale (faces). They were then asked to fill up a monitoring-blunting dental tool in which certain dental situations along with their appropriate options were given. Children were asked to answer yes or no to those options. Scores were calculated individually for monitoring and blunting. The highest score was taken as the coping style of that particular child.
Results: A Chi-square test was performed to examine the relationship between the anxiety level and coping strategy and it was found to be non-significant. However, it was seen that children with moderate to high anxiety preferred monitoring coping style than blunting.
Conclusion: Monitoring-Blunting coping style is effective in reducing a child’s dental anxiety.

Results Of Experimental Program For Studying The Coрing Behavior Peculiarities In Higher Education Students

Tatyana A. Serebryakova; Irina A. Koneva; Olga V. Suvorova; Lidia E. Semenova; Natalya V. Fomina; Irina S. Ipatova; Natalia N. Sheshukova

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 5, Pages 233-243

The article reflects the results of an experimental study of the specifics of coping behavior of university students. Considering coping behavior as a special purposeful socially-oriented behavior of a person that ensures his productivity, health and, both psychological and social, well-being, we believe that the formation of the experience of coping behavior is a prolonged process and is carried out throughout a person's life. We determined the study of the specifics of coping behavior among students of a higher educational institution as the target guidelines of our research. Relying on theoretical and methodological provisions in the field of personality psychology, psychology of coping behavior, as well as the theory of stress, we have designed a diagnostic program that included the method of scientific observation, as well as a system of test methods. Our pilot study showed that the complex application of the diagnostic program developed by us makes it possible not only to study the specifics of coping behavior of students within the framework of their educational activities, but also to determine the type of behavioral activity of respondents, the characteristics of their behavior in emotionally stressful situations, and also to determine the main reasons stimulating the onset of stress.

Academic Stress And Self Concept In Adolescent Students: A Moderated Mediation Model Of Coping Strategies And Democratic Parenting Styles

Saranjeet Kour; Franky Rani; Neha Vats

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 7, Pages 3354-3361

This study examines the relationship between academic stress and adolescent self-concept by investigating the mediating role of PFC strategies and the moderating role of democratic parenting styles in influencing the mediation. Sample of 1070 adolescents completed questionnaires regarding academic stress, coping strategies, parenting styles and self-concept. After nullifying the effect of gender, it was found that academic stress was negatively related to self-concept. Moreover, PFC strategies partially mediated the relation of academic stress to self-concept. Moderated mediation analyses further revealed that PFC strategies mediated the effect of academic stress on self-concept at different levels of perceived democratic parenting style. There was conditional direct and indirect between academic stress and self concept of adolescent students