Dyadic Coping and Interpersonal Trust in Student-Teacher Interactions [electronic resource] / Christine Schwarzer and Petra Buchwald.
A longitudinal study was undertaken to determine whether interpersonal competence of teachers and students was related to coping strategies of students during an oral examination. The main research question was to find out whether expected supportive dyadic coping, the wish to delegate coping and in...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2000.
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MARC
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| 100 | 1 | |a Schwarzer, Christine. |0 http://id.loc.gov/authorities/names/n90648595 |1 http://isni.org/isni/0000000033103728. | |
| 245 | 1 | 0 | |a Dyadic Coping and Interpersonal Trust in Student-Teacher Interactions |h [electronic resource] / |c Christine Schwarzer and Petra Buchwald. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2000. | ||
| 300 | |a 9 pages. | ||
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| 520 | |a A longitudinal study was undertaken to determine whether interpersonal competence of teachers and students was related to coping strategies of students during an oral examination. The main research question was to find out whether expected supportive dyadic coping, the wish to delegate coping and interpersonal trust, assessed 8 weeks before an oral exam, could serve as a possible predictor of coping strategies during the exam. Students (N=67) from a department of education and ranging in age from 21 to 38 completed the survey. Significant positive correlation existed between interpersonal trust and coping strategies. Expectations that the examiner can be trusted was positively associated with coping strategies showing consideration and negatively correlated with antisocial-aggressive coping. The results support the hypothesis that examinees' trust in their examiner is positively correlated with seeking social support during the oral exam. Interpersonal trust as a protective factor in an exam situation may lead to cooperation and prosocial coping strategies, but if risk of becoming vulnerable is too high, defensive or even aggressive coping behaviors emerge. The mobilization of supportive dyadic coping was a powerful predictor of seeking social support. Those who asked the examiner openly for support did rely on this coping strategy in real life situations. (JDM) | ||
| 650 | 1 | 7 | |a Coping. |2 ericd. |
| 650 | 1 | 7 | |a Graduate Students. |2 ericd. |
| 650 | 0 | 7 | |a Helping Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Interpersonal Communication. |2 ericd. |
| 650 | 0 | 7 | |a Interpersonal Competence. |2 ericd. |
| 650 | 1 | 7 | |a Stress Variables. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Student Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Test Anxiety. |2 ericd. |
| 700 | 1 | |a Buchwald, Petra. | |
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