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![]() ![]() Certain methodological details are briefly 1Ģ described and incorporated into the literature review when deemed necessary in order to better understand the various articles contexts. Each of the two themes is defined at the beginning of each section. The articles were then categorized into two major themes in relation to each research question: (1) environmental stress and (2) cognitive-emotional regulation. A content analysis was conducted based on the present researchers conceptual knowledge of the stress and coping literature. ![]() questionnaires), that presented ambiguous and/or null hypotheses (non significant results), and conceptual articles were not included. Also, articles that aimed at measurement validations (i.e. post traumatic stress disorder, clinically depressed, personality disorder, schizoprehenic population, etc.). Twenty nine articles were retained based on their relevance that is, a general adolescent population rather than a clinical or sub-population (e.g. Articles had to be empirical in nature including both quantitative and qualitative methodologies. Scholars Portal and PsychInfo ) between January 1997 and June 2011 because these dates were considered contemporary covering a 14 year time span. This literature review examines the scientific literature on the theme of adolescent stress and coping between 1997 and present and will answer the following questions in order to better understand high school dropout: Question 1: What are the main causes of adolescents environmental stress? Question 2: How do adolescents regulate their stress and coping? What did the researchers do? The researchers used the key words adolescents, coping and stress, and gathered more than 400 scientific articles from several research engines (e.g. Moreover, results differ in terms of the way adolescents regulate their stress and coping. However, studies on adolescent stress and coping present divergent causes of adolescent stress related to the environment. Its use is recommended for clinical and research purposes in Italy and abroad.1 Adolescent stress and coping strategies What is this summary about? Academic performance has become one of the most prevalent stressors in western society for adolescents, and certain coping strategies can predict high school dropout (Hess & Copeland, 2001). The translation proved to have good factorial structure, and its psychometric properties are similar to those of the original and other adapted versions. As expected, the correlations with the numerical rating scale, Sickness Impact Profile – Roland Scale, Center for Epidemiological Studies – Depression Scale and Chronic Pain Coping Inventory highlighted the adaptive and maladaptive properties of most of the CSQ-R subscales.CONCLUSION: The CSQ-R was successfully translated into Italian. Cronbach’s alpha was satisfactory (CSQ-R 0.914 to 0.961), and the intraclass correlation coefficients were good/excellent (CSQ-R 0.850 to 0.918). ![]() The psychometric analyses included confirmatory factor analysis reliability, assessed by internal consistency (Cronbach’s alpha) and test-retest reliability (intraclass correlation coefficients) and construct validity, assessed by calculating the correlations between the subscales of the CSQ-R and measures of pain (numerical rating scale), disability (Sickness Impact Profile – Roland Scale), depression (Center for Epidemiological Studies – Depression Scale) and coping (Chronic Pain Coping Inventory) (Pearson’s correlation).RESULTS: Confirmatory factor analysis revealed that the CSQ-R model had an acceptable data-model fit (comparative fit index and normed fit index ≤0.90, root mean square error of approximation ≥0.08). BACKGROUND: Increasing attention is being devoted to cognitive-behavioural measures to improve interventions for chronic pain.OBJECTIVE: To develop an Italian version of the Coping Strategies Questionnaire – Revised (CSQ-R), and to validate it in a study involving 345 Italian subjects with chronic pain.METHODS: The questionnaire was developed following international recommendations. ![]()
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