USE OF STRESS COPING STRATEGIES AMONG STUDENTS WITH HEARING IMPAIRMENT A GENDEREDCOMPARATIVE STUDY

http://dx.doi.org/10.31703/gsr.2023(VIII-I).26      10.31703/gsr.2023(VIII-I).26      Published : Mar 1
Authored by : Maliha Riaz , Shazia Anwar

26 Pages : 270-279

References

  • Aslam, A., Muhammad, Y., & Nasir, L. (2022). Transgender students’ experiences of bullying: Some case study evidence. Global Social Sciences Review, 7(2), 71-80. http://dx.doi.org/10.31703/gpr.2022(VII-II).09
  • Akram, S., Butt, S., & Muhammad, Y. (2022). Elementary school teachers’ perspectives on the science textbook. Global Educational Studies Review, 7(3), 24–33. https://dx.doi.org/10.31703/gesr.2022(VII-III).03
  • Amjad, H., & Muhammad, Y. (2019). Teaching students with Down syndrome: Perspectives of special school teachers and psychologists. Journal of Inclusive Education, 3(1), 127-143. http://journal.aiou.edu.pk/journal1/index.php/JIE/article/view/216
  • Azmat, U., Jamil, M., & Muhammad, Y. (2021). Private tuition academies and the development of students’ creative and critical skills: Perspectives of academy managers. International Review of Social Sciences, 9(4), 277-288. https://irss.academyirmbr.com/paper_details.php?id=890
  • Best, W. J., & Kahn, V. J. (2006). Research in education. United States of America: Pearson
  • Bukhari, S., Butt, S., & Muhammad, Y. (2021). Understanding academic motivation of high achieving students with hearing impairment in higher education: A qualitative study. Global Sociological Review, 6(2), 17–25. http://dx.doi.org/10.31703/gsr.2021(VI-II).03
  • Brougham, R. R., Zail, C. M., Mendoza, C. M., & Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28, 85-97. https://doi.org/10.1007/s12144-009-9047-0
  • Childs, S. E., Finnie, R., & Martinello, F. (2016). Postsecondary student persistence and pathways: Evidence from the YITS-A in Canada. Research in Higher Education, 58, 270-294. https://doi.org/10.1007/s11162-016-9424-0
  • Eaton, R. J., & Bradley, G. (2008). The role of gender and negative affectivity in stressor appraisal and coping selection. International Journal of Stress Management, 15(1), 94–115. https://doi.org/10.1037/1072-5245.15.1.94
  • Endler, N. S., & Parker, J. D. (1990). Multidimensional assessment of coping: A critical evaluation. Journal of Personality and Social Psychology, 58(5), 844–854. https://doi.org/10.1037//0022-3514.58.5.844
  • Farooq, F., Muhammad, Y., & Mahmood, A. (2023). Effectiveness of storytelling in teaching qualitative research methods in Zoom meetings: A phenomenological study. Pakistan Journal of Social Research, 5(2), 978-988. http://dx.doi.org/10.52567/pjsr.v5i02.1209
  • Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and applications. United States of America: Pearson.
  • Matud, M. P. (2004). Gender differences in stress and coping styles. Personality and Individual Differences, 37, 1401-1415. http://dx.doi.org/10.1016/j.paid.2004.01.010
  • Muhammad, Y. (2015). Pakistani national identity, cultural diversity and global perspective: A policy trajectory study of the national curriculum for secondary school Pakistan Studies in Punjab. (Unpublished doctoral dissertation). University of Tasmania, Tasmania.
  • Naz, M., Muhammad, Y., & Mahmood, A. (2022). Stress and burnout: An interpretive phenomenological analysis of elite school teachers’ beliefs and experiences. Global Sociological Review, 7(2), 120-131. http://dx.doi.org/10.31703/gsr.2022(VII-II).13
  • Pirzada, G., Muhammad, Y., & Anis, F. (2020). Perspectives of working children on their education and life goals: A case study. Research Journal of Social Sciences and Economics Review, 1(4), 122-132. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(122-132)
  • Ptacek, J. T., Smith, R. E., & Zanas, J. (1992). Gender, appraisal, and coping: A longitudinal analysis. Journal of Personality, 60(4), 747-770. https://doi.org/10.1111/j.1467-6494.1992.tb00272.x
  • Taherdoost, H. (2016). Validity and Reliability of the Research Instrument; How to Test the Validation of a Questionnaire/Survey in a Research. SSRN Electronic Journal, 5(3), 28– 36. https://doi.org/10.2139/ssrn.3205040
  • Aslam, A., Muhammad, Y., & Nasir, L. (2022). Transgender students’ experiences of bullying: Some case study evidence. Global Social Sciences Review, 7(2), 71-80. http://dx.doi.org/10.31703/gpr.2022(VII-II).09
  • Akram, S., Butt, S., & Muhammad, Y. (2022). Elementary school teachers’ perspectives on the science textbook. Global Educational Studies Review, 7(3), 24–33. https://dx.doi.org/10.31703/gesr.2022(VII-III).03
  • Amjad, H., & Muhammad, Y. (2019). Teaching students with Down syndrome: Perspectives of special school teachers and psychologists. Journal of Inclusive Education, 3(1), 127-143. http://journal.aiou.edu.pk/journal1/index.php/JIE/article/view/216
  • Azmat, U., Jamil, M., & Muhammad, Y. (2021). Private tuition academies and the development of students’ creative and critical skills: Perspectives of academy managers. International Review of Social Sciences, 9(4), 277-288. https://irss.academyirmbr.com/paper_details.php?id=890
  • Best, W. J., & Kahn, V. J. (2006). Research in education. United States of America: Pearson
  • Bukhari, S., Butt, S., & Muhammad, Y. (2021). Understanding academic motivation of high achieving students with hearing impairment in higher education: A qualitative study. Global Sociological Review, 6(2), 17–25. http://dx.doi.org/10.31703/gsr.2021(VI-II).03
  • Brougham, R. R., Zail, C. M., Mendoza, C. M., & Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28, 85-97. https://doi.org/10.1007/s12144-009-9047-0
  • Childs, S. E., Finnie, R., & Martinello, F. (2016). Postsecondary student persistence and pathways: Evidence from the YITS-A in Canada. Research in Higher Education, 58, 270-294. https://doi.org/10.1007/s11162-016-9424-0
  • Eaton, R. J., & Bradley, G. (2008). The role of gender and negative affectivity in stressor appraisal and coping selection. International Journal of Stress Management, 15(1), 94–115. https://doi.org/10.1037/1072-5245.15.1.94
  • Endler, N. S., & Parker, J. D. (1990). Multidimensional assessment of coping: A critical evaluation. Journal of Personality and Social Psychology, 58(5), 844–854. https://doi.org/10.1037//0022-3514.58.5.844
  • Farooq, F., Muhammad, Y., & Mahmood, A. (2023). Effectiveness of storytelling in teaching qualitative research methods in Zoom meetings: A phenomenological study. Pakistan Journal of Social Research, 5(2), 978-988. http://dx.doi.org/10.52567/pjsr.v5i02.1209
  • Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and applications. United States of America: Pearson.
  • Matud, M. P. (2004). Gender differences in stress and coping styles. Personality and Individual Differences, 37, 1401-1415. http://dx.doi.org/10.1016/j.paid.2004.01.010
  • Muhammad, Y. (2015). Pakistani national identity, cultural diversity and global perspective: A policy trajectory study of the national curriculum for secondary school Pakistan Studies in Punjab. (Unpublished doctoral dissertation). University of Tasmania, Tasmania.
  • Naz, M., Muhammad, Y., & Mahmood, A. (2022). Stress and burnout: An interpretive phenomenological analysis of elite school teachers’ beliefs and experiences. Global Sociological Review, 7(2), 120-131. http://dx.doi.org/10.31703/gsr.2022(VII-II).13
  • Pirzada, G., Muhammad, Y., & Anis, F. (2020). Perspectives of working children on their education and life goals: A case study. Research Journal of Social Sciences and Economics Review, 1(4), 122-132. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(122-132)
  • Ptacek, J. T., Smith, R. E., & Zanas, J. (1992). Gender, appraisal, and coping: A longitudinal analysis. Journal of Personality, 60(4), 747-770. https://doi.org/10.1111/j.1467-6494.1992.tb00272.x
  • Taherdoost, H. (2016). Validity and Reliability of the Research Instrument; How to Test the Validation of a Questionnaire/Survey in a Research. SSRN Electronic Journal, 5(3), 28– 36. https://doi.org/10.2139/ssrn.3205040

Cite this article

    APA : Riaz, M., & Anwar, S. (2023). Use of Stress Coping Strategies among Students with Hearing Impairment: A Gendered-Comparative Study. Global Sociological Review, VIII(I), 270-279. https://doi.org/10.31703/gsr.2023(VIII-I).26
    CHICAGO : Riaz, Maliha, and Shazia Anwar. 2023. "Use of Stress Coping Strategies among Students with Hearing Impairment: A Gendered-Comparative Study." Global Sociological Review, VIII (I): 270-279 doi: 10.31703/gsr.2023(VIII-I).26
    HARVARD : RIAZ, M. & ANWAR, S. 2023. Use of Stress Coping Strategies among Students with Hearing Impairment: A Gendered-Comparative Study. Global Sociological Review, VIII, 270-279.
    MHRA : Riaz, Maliha, and Shazia Anwar. 2023. "Use of Stress Coping Strategies among Students with Hearing Impairment: A Gendered-Comparative Study." Global Sociological Review, VIII: 270-279
    MLA : Riaz, Maliha, and Shazia Anwar. "Use of Stress Coping Strategies among Students with Hearing Impairment: A Gendered-Comparative Study." Global Sociological Review, VIII.I (2023): 270-279 Print.
    OXFORD : Riaz, Maliha and Anwar, Shazia (2023), "Use of Stress Coping Strategies among Students with Hearing Impairment: A Gendered-Comparative Study", Global Sociological Review, VIII (I), 270-279
    TURABIAN : Riaz, Maliha, and Shazia Anwar. "Use of Stress Coping Strategies among Students with Hearing Impairment: A Gendered-Comparative Study." Global Sociological Review VIII, no. I (2023): 270-279. https://doi.org/10.31703/gsr.2023(VIII-I).26