 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Stress of Students and Social-Pathological Phenomena
Jana Hanuliaková, Dáša Porubčanová
Full-Text PDF
XML 885 Views
DOI:10.17265/1539-8080/2016.10.008
Dubnica Institute of Technology, Dubnica nad Váhom, Slovakia
Stress represents internal human state in positive or negative sense. We can consider it as a state of threat or of expected threat. Teachers and students often perceive stress with negative emotions. It is demonstrable from more researches that stress significantly influences experiences at school and brain’s activity. Apart from emotional determinants, stress is also in the context of social and behavioural factors. Educational reality proves that experiencing the stress is the important factor of student’s success at school and of his life’s quality at school. The necessary social but also professional condition is to teach students to work with stress factors and to develop their competences and skills in order to deal with difficult situations, which the stress undoubtedly is. The stress in school environment results in formation and development of social-pathological phenomena as truancy, aggression, bullying, etc. The prerequisite to eliminate the occurrence of stress is sequence of several steps: investigating of factors (starters) of stress of student, their analysis, evaluation, and proposal of prevention. In the contribution, we focus on social, emotional, behavioural factors of student’s stress and their influence on the occurrence of social-pathological phenomena. We analyse statements of teachers who mention preferences of occurrence of single elements of student’s stress. In interpretation of data, we search for statistical significances of selected variables—stress and its influence on the occurrence of social-pathological phenomena in educational reality.
stress, stressors, social, emotional, behavioural factors of stress,school environment, social-pathological phenomena
Cungi, Ch. (2001). Jak zvládat stres: Metódy a praktická cvičení (How to cope stress. Methods and practical exercises). Praha: Portál.
Denscombe, M. (2000). Social conditions for stress. British Educational Research Journal, 26(3), 259-374.
Ďurdiak, Ľ. (2001). Psychohygiena mladého človeka (Young man psychohygiene). Nitra: Enigma.
Folkman, S., & Lazarus, R. S. (1980). An analysis of coping in a middle-aged community sample. Journal of Health and Social Behavior, 21(3), 219-239
Gabrhelová, G., Hilčíková, D., & Dohnanská, M. (2015). Stress analysis in the process of University quality management. Journal on Law Economy & Management, 5(2), 36-40. London: Eastern European Development.
Gailliot, M. T., & Baumeister, R. F. (2007). The physiology of willpower: Linking blood glucose to self-control. Personality and Social Psychology Review, 11, 303-327.
Gerbová, M. (2011). Zvládanie redukcie stresu u študentov sociálnej práce (Coping with stress reduction by students of social work). Retrieved from http://www.prohuman.sk/socialna-praca/zdroje-redukcie-stresu-u-studentov-socialnej-prace
Hart, P. E., & Cooper, J. M. (2005). International Cooperative Ataxia Rating Scale (ICARS): Appropriate for studies of Friedreich’s ataxia? Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/16114019
Heckman, J. J., & Lochner, L. J. (2000). Rethinking myths about education and training: Understanding the sources of skill formation in a modern economy. In S. Danziger and J. Waldfogel (Eds.), Securing the future: Investing in children from birth to college. New York: Russell Sage Foundation.
Heckman, J. J., & Masterov, D. V. (2007). The productivity argument for investing in young children. Review of Agricultural Economics, 29(3), 446-493.
Holler, L., & Goodbread, J. (2014). Posilnení učitelia aučiteľky. Príručka k rovnomennému programu (Teachers’ strengthening. Guide to uniform program). POPI Slovensko.
Hrazdilová Bočková, K., & Škoda, M. (2015). Relation between teachers and students in the concept of school culture. Present Day Trends of Innovations, 278-287. Wisla. Poland.
Hrazdilová Bočková, K., & Vaníčková, R. (2015). Creation of educational case studies for management education at Dubnica Technology Institute. Open-Online-Journal R&E-SOURCE, 82-90. Baden, Austria: Pädagogische Hochschule Niederösterreich.
Hrazdilová Bočková, K., Dohnanská, M., Hilčíková, D., & Vaníčková, R. (2016). Project manager’s competencies in Czech Lottery Industry Enterprise. Economics World, 4(6).
Janiš, K. (2008). Učební text k problematice rodinné a sexuální výchovy (Family and sex education text book). Hradec Králové: Gaudeamus. Retrieved from http://toc.nkp.cz/NKC/200811/contents/nkc20081818070_1.pdf
Kentoš, M., & Sláviková, G. (2013). Zvládanie stresu manažérmi (Managers’ coping with stress). Praha: Radix.
Kim, S. H. (2003). Tisíc a jeden způsob jak motivovat sebe i druhé (Thousand and one way how to motivate yourself and others). Praha: Management Press.
Křivohlavý, J. (1994). Jak zvládat stress (How to cope stress). Praha: Grada Avicenum.
Křivohlavý, J. (2001). Psychológie zdraví (Health psychology). Praha: Portál.
Kuric, J. (1992). Vývinová psychológia (Development psychology). Nitra: VŠPG.
Kyriacou, Ch. (2005). Řešení výchovných problémů ve škole (Solving educational problems at school) (p. 152). Praha: Portál.
Kyriacou, Ch., & Moutantzi, G. (2003). Pupil stress in the primary classroom in England and Greece. Education Today, 53, 44-46.
Kyriacou, Ch., & Sutcliffe, J. (1977). A model of teacher stress. Educational Studies, 4(1), 1-6.
Lovaš, L. (2011). Sebakontrola a agresia: Dôvody inhibície agresívneho správania (Self-control and aggression: Due to the inhibition of aggressive behavior). Psychologické aspekty a kontexty, 45-50. sebaregulácie. Košice: FF UPJŠ.
Mederiová, T., Rešovský, J., & Mišenda, P. (2001). Zvládanie stresu u stredoškolskej mládeže v SR (Secondary school pupils’ stress coping). Retrieved from http://www.ruvzsn.sk/Zvladanie_stresu.pdf
Melgosa, J. (1998). Zvládni svoj stress (Manage your stress). Vrútky: Advent – Orion s. r. o.
Nakonečný, M. (1998). Základy psychológie (Psychology elements). Praha: Académia.
Ruiselová, Z., Prokopčáková, A., Ficková, E., Potašová, A., Ruisel, I., Korošová, V., & Bratská, M. (2006). Štýly zvládania záťaže a osobnosť (Styles of coping with stress and personality). Bratislava: Ústav experimentálnej psychológie SAV.
Rule, B. G., & Nesdale, A. R. (1974). Children’s reactions to information about the intentions underlying an aggressive act. Child Development, 45(3), 794-798.
Sonnentag, S. (2009). Current perspectives on job-stress recovery. Research in occupational stress and well-being. Bingley: Emerald Group Publishing Limited.
Stuchlíková, I., & Janík, T. (2005). Zvládaní emočných problémů školáků (Pupils’ emotional problems coping). Praha: Portál.
Tamašová, V., & Barnová, S. (2011). School climate as the determinant of the relationship between the level of student s resilience and school satisfaction. Acta Technologica Dubnicae, 1(1), 19-37.
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271-324.
Tobin, D. L., & Griffing, A. S. (1995). Coping and depression in bulimia nervosa. International Journal of Eating Disorders, 18(4), 359-363.
Tobin, D. L., Holroyd, K. A., Reynolds, R. V., & Kigal, J. K. (1989). The hierarchical factor structure of the coping strategies inventory. Cognitive Therapy Resesearch, 13, 343-361.
Tough, P. (2013). Ako mať úspešné dieťa (How to have a successful child). Brno: Edika.
Vinay, J. (2007). Stres a zdraví (Stress and health). Praha: Portál.
Wilhelm, K., Dewhurst-Savellis, J., & Parker. G. (2000). Teacher stress? An analysis of why teachers leave and why they stay. Teachers and Teaching: Theory and Practice, 6, 291-304.