Effects of self-monitoring on coping repertoires in stress management education

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  • セルフ・モニタリングがストレスマネジメント教育におけるコーピングレパートリーの獲得に及ぼす影響
  • セルフ ・ モニタリング ガ ストレスマネジメント キョウイク ニ オケル コーピングレパートリー ノ カクトク ニ オヨボス エイキョウ

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Abstract

<p>The influence of self-monitoring in stress management education on increasing coping repertoires was investigated. We classified junior high school students (N=520) into 3 groups: a self-monitoring group, relaxation group, and a control group. Four sessions were conducted in which participants were requested to complete questionnaires on coping repertoires, stress responses, and self-efficacy at pre- and post-intervention, and at 1-month follow-up. The results showed an increase in the coping repertoire and a decrease in stress responses in the self-monitoring group. However, the post-intervention coping repertoire had decreased at 1-month follow-up. It is concluded that the effects of stress management education were not sufficiently maintained. Future directions of this research are discussed.</p>

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