Covariance Structure Modeling of Stress Management Self-efficacy in Junior High School Students:

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Other Title
  • 中学生のストレスマネジメントの自己効力感に関わる構造モデル
  • 中学生のストレスマネジメントの自己効力感に関わる構造モデル : 変容ステージ別の多母集団同時分析
  • チュウガクセイ ノ ストレスマネジメント ノ ジコ コウリョクカン ニ カカワル コウゾウ モデル : ヘンヨウ ステージ ベツ ノ タボシュウダン ドウジ ブンセキ
  • Simultaneous Multiple-Group Structural Equation Modeling by Stages of Change
  • ―変容ステージ別の多母集団同時分析―

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Abstract

<p>Background: When dealing with stress management in education, the Transtheoretical Model(TTM)approach is considered effective for junior high school students. Within the concept of TTM, the improvement of self-efficacy has proven to be important. However, there are no other comprehensive studies which take other factors or methods into consideration.</p><p>Objective: The aim of this research was to clarify, by structurally reviewing, the various factors pertaining to stress management, and those that enhance stress management self-efficacy, according to the different stages of change.</p><p>Methods: A survey was conducted with 1,533 students from the seventh to ninth grades of seven junior high schools using an anonymous self-administered questionnaire from October to December 2010. Analysis included the data of 906 students who reported being stressed. A hypothetical model was constructed, with “stress management pros,” “stress management cons,” “stress management self-efficacy,” “stressor,”and “stress responses,” as latent variables. This model was examined using simultaneous multiple-group structural equation modeling and paired comparison.</p><p>Results: The model includes stress management pros, stress management cons, and stress management selfefficacy that intervene in the process by which stressors influence stress responses. The model has a common factor structure at each stage of change (RMSEA=.026, CFI=.794, AIC=12810.567). Controlling for total standardization effects on factors influencing stress management self-efficacy in the precontemplation stage and contemplation stage, the variable having the strongest relation to increase in stress management self-efficacy was “stress management pros.”In the preparation stage, the variable having the strongest relation to decrease in stress management self-efficacy was “stressor.” In the action stage and maintenance stage, the variable having the strongest relation to decrease in stress management self-efficacy was “stress management cons.”</p><p>Conclusion: In educating students to improve their stress management self-efficacy, their awareness of stress management pros must be increased in the precontemplation stage and contemplation stage. In the preparation stage, their awareness of excessive influence of stressors should be reduced. In the action stage and maintenance stage, their awareness of stress management cons should be reduced.</p>

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