Publication: The impact of resilience and coping strategies on techno-stress and reducing chinese students’ techno-stress through integrative group counseling
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Issued Date
2024-07-19
Resource Type
Language
eng
File Type
application/pdf
Access Rights
Open Access
Rights
ผลงานนี้เผยแพร่ภายใต้ สัญญาอนุญาตครีเอทีฟคอมมอนส์แบบ แสดงที่มา-ไม่ใช้เพื่อการค้า-ไม่ดัดแปลง 4.0 (CC BY-NC-ND 4.0)
Rights Holder(s)
Srinakharinwirot University
Suggested Citation
Mi Wenting (2024). The impact of resilience and coping strategies on techno-stress and reducing chinese students’ techno-stress through integrative group counseling. Retrieved from: https://hdl.handle.net/20.500.14740/52952
Alternative Title(s)
ผลของความหยุ่นตัวและกลยุทธ์การเผชิญปัญหากับความเครียดทางเทคโนโลยีและการลดความเครียดทางเทคโนโลยีโดยการให้คําปรึกษากลุ่มแบบบูรณาการ
Author(s)
Advisor(s)
Organization
Abstract
This aims of this study are as follows: (1) to investigate the impact of resilience and coping strategies on techno-stress among Chinese students; (2) to develop an integrative group counseling program for reducing techno-stress; and (3) to study the difference in techno-stress between the intervention group receiving the integrative counseling program and the control group proceeding. Phase 1 involved 280 students selected via stratified random sampling, with personal interviews conducted with five students. In Phase 2, 20 students were randomly assigned to experimental (10 students) and control groups (10 students), followed by group interviews with 10 participants. The research instruments included the Resilience Scale, Coping Strategies Scale and the Techno-Stress Scale. These three scales measured by α and IOC values are 0.895, 0.4-0.9; 0.789, 0.6-0.8; 0.927, 0.8-1, respectively. For quantitative analysis, descriptive statistics, Person correlation, multiple regression repeated measurement ANOVA, and qualitative analysis used content analysis. The results revealed the following: (1) resilience components such as optimism and strength, coping strategies components such as seeking help and problem-solving, and self-regulation significantly negatively influenced techno-stress except for fantasy and evasion in significantly positively influenced techno-stress (R2 = 0.41, R2adj = 0.40, F = 32.08, df = 6, 273, p≤0.01); (2) the integrative group counseling program consisted of eight sessions; (3) the experimental group reduced the techno-stress of students before, after, and follow-up showed a significant difference at the 0.05 level; and (4) the experimental group to reduce techno-stress of students before, after, and follow-up was significantly different from the control group at 0.05 level.
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Degree Name
DOCTOR OF EDUCATION (Ed.D.)
Degree Discipline
Degree Grantor(s)
Srinakharinwirot University