Study On The Status Of Coping Style And Its Influencing Factors Among The Students Applying For Teacher Certification In A Normal University In Shenyang

Objective: To assess the status of coping style among the students applying for teacher certification in a normal university in Shenyang and identify the influencing factors among demographic characteristics,health status,justice beliefs,depressive symptoms,self-esteem and learning motivation with the purpose to maintain and improve the mental health of this population.Methods: Cluster sampling method was employed and all the students who participated in the teacher certification examination in 2018 in a normal university in Shenyang composed of our study population.Questionnaires pertaining to Simplified Coping Style Questionnaire(SCSQ),Just World Scale for College Students(JWS),Center for Epidemiological Survey,Depression Scale(CES-D),Self-esteem Scale(SES)and Learning Motivation Questionnaire for University Students were performed to was used to assess coping style,justice beliefs,depressive symptoms,self-esteem and learning motivation among this population.The medical examinations including illness history,ophthalmology and otorhinolaryngology examination,general surgery examination,internal medical examination,and laboratory tests were conducted to assess the health status of the study population.Totally,1359 effective responses were obtained and effective response rate was 87.2%.Epidata 3.1 was used to input data.The data analysis was performed by SPSS 20.0and SAS 8.0.The distribution of coping style among demographic characteristics,health status,justice beliefs,depressive symptoms,self-esteem and learning motivation was examined by T test,ANOVA and Pearson correlative.General linear model(GLM)was used to identify the factors associated with coping style with statistically significant criterion of ?=0.05.Agreement among categorical items and collinearity among quantitative items were tested by kappa value and Pearson correlative,respectively.Results: Among 1359 subjects,the average score of positive coping style was 2.08±0.43(Mean±SD),which was higher than the national norm(1.78±0.52)(t=25.459,P<0.001).The score of negative coping style was 1.10±0.54 and was lower than the national norm(1.59±0.66)(t=-33.886,P<0.001).With adjustment for gender,GLM analysis showed that the factors associated with positive coping style were,in the sequence of ? value,justice belief(?=0.220,P<0.001),self-esteem(?=0.184,P < 0.001),learning motivation(?=0.179,P < 0.001)and professionalism(literature vs.pedagogy: ?=0.084,P=0.003);whereas,the negative coping style was significantly associated with depressive symptoms(?=0.257,P<0.001),justice belief(?=-0.193,P<0.001),professionalism(literature vs.pedagogy: ?=-0.061,P=0.041;science vs.pedagogy: ?=-0.061,P=0.036).However,health status was not significantly associated with both positive and negative coping style.Conclusion: This study is the first attempt to assess coping style and identify its associated factors among the students applying for teacher certification in a normal university in Shenyang.The results showed that,among this population,the positive coping style was in a higher level,while the negative coping style was in a lower level in comparison to the national norm levels.Thus,the status of coping style among the students applying for teacher certification in a normal university in Shenyang was optimistic.Among this population,justice belief and professionalism could have effects on both positive and negative coping style.Furthermore,justice belief has the strongest association with positive copy style.By contrast,individual emotion was the most important risk factor to negative coping style.In addition,self-esteem and learning motivation could have positive effects on positive coping style.