Introduction, background and setting
Why do research on Brunei trainee teachers’ coping strategies?
Why conduct research on Brunei student teachers’ help-seeking behaviors?
Theoretical framework of the study
Objectives of the study
Methods
Design
Participants
Gender | n | Mean age | Std. deviation |
---|---|---|---|
Males | 16 | 30.812 | 6.057 |
Females | 64 | 31.015 | 5.298 |
Program | n | Percentage | Cumulative % |
---|---|---|---|
MTeach | 38 | 47.500 | 52.500 |
MEd | 38 | 47.500 | 100.000 |
Instruments
Subscale | Items | Mean | SEm | SD | Average corrected item-to-scale correlation | Alpha reliability |
---|---|---|---|---|---|---|
Task | 16 | 66.111 | 0.778 | 7.133 | 0.524 | 0.878 |
Emotion | 16 | 44.366 | 1.248 | 11.400 | 0.635 | 0.883 |
Avoidance | 16 | 51.100 | 1.062 | 9.604 | 0.431 | 0.862 |
Distraction | 10 | 33.745 | 0.690 | 7.165 | 0.478 | 0.800 |
Social diversion | 6 | 19.930 | 0.444 | 3.325 | 0.400 | 0.634 |
Scale | Task | Emotion | Avoidance | Distraction |
---|---|---|---|---|
Task | 1 | |||
Emotion | −0.020 | 1 | ||
Avoidance | 0.283* | 0.172 | 1 | |
Distraction | 0.188 | 0.181 | 0.942** | 1 |
Social Diversion | 0.367** | 0.094 | 0.761** | 0.903** |
Procedures
Data analysis
Results
The hierarchical multiple regression analysis with backward elimination
Results from hierarchical multiple regression analysis with backward elimination
Model | df | F | R | R2
| Adj R2
| SE | ΔR2
| ΔF | df1 | df2 | Sig. ΔF |
---|---|---|---|---|---|---|---|---|---|---|---|
1 | 756 | 391.524** | 0.990 | 0.980 | 0.977 | 0.551 | 0.980 | 391.524 | 7 | 56 | 0.000** |
2 | 657 | 464.858** | 0.990 | 0.980 | 0.978 | 0.546 | 0.000 | 0.009 | 1 | 56 | 0.924 |
3 | 558 | 567.087** | 0.990 | 0.980 | 0.978 | 0.541 | 0.000 | 0.052 | 1 | 57 | 0.820 |
4 | 459 | 719.182** | 0.990 | 0.980 | 0.979 | 0.538 | 0.000 | 0.150 | 1 | 58 | 0.700 |
5 | 360 | 957.200** | 0.990 | 0.980 | 0.979 | 0.538 | 0.000 | 1.084 | 1 | 59 | 0.302 |
Model | Variables‡
| Unstandardized coefficients | Standardized coefficients | t | Sig. | |
---|---|---|---|---|---|---|
B | Std. error | Beta | ||||
1 | Gender | 0.425 | 0.165 | 0.213 | 2.579 | 0.013* |
Age | 0.014 | 0.013 | 0.117 | 1.050 | 0.298 | |
Task | 0.026 | 0.010 | 0.460 | 2.675 | 0.010* | |
Emotion | 0.001 | 0.006 | 0.015 | 0.193 | 0.848 | |
Distraction | 0.001 | 0.012 | 0.010 | 0.095 | 0.924 | |
Social diversion | 0.006 | 0.024 | 0.033 | 0.249 | 0.804 | |
Helpersa
| 0.081 | 0.055 | 0.152 | 1.476 | 0.146 | |
2 | Gender | 0.427 | 0.161 | 0.214 | 2.649 | 0.010* |
Age | 0.014 | 0.013 | 0.117 | 1.064 | 0.292 | |
Task | 0.026 | 0.009 | 0.461 | 2.723 | 0.009** | |
Emotion | 0.001 | 0.006 | 0.017 | 0.228 | 0.820 | |
Social diversion | 0.007 | 0.022 | 0.038 | 0.325 | 0.746 | |
Helpersa
| 0.080 | 0.054 | 0.151 | 1.486 | 0.143 | |
3 | Gender | 0.432 | 0.158 | 0.217 | 2.729 | 0.008** |
Age | 0.014 | 0.013 | 0.118 | 1.073 | 0.288 | |
Task | 0.026 | 0.009 | 0.467 | 2.806 | 0.007** | |
Social diversion | 0.008 | 0.021 | 0.044 | 0.387 | 0.700 | |
Helpersa
| 0.082 | 0.053 | 0.154 | 1.543 | 0.128 | |
4 | Gender | 0.443 | 0.155 | 0.222 | 2.861 | 0.006** |
Age | 0.013 | 0.013 | 0.112 | 1.041 | 0.302 | |
Task | 0.028 | 0.008 | 0.500 | 3.534 | 0.001 | |
Helpersa
| 0.088 | 0.051 | 0.164 | 1.715 | 0.092 | |
5 | Gender | 0.452 | 0.155 | 0.226 | 2.920 | 0.005** |
Task | 0.033 | 0.006 | 0.594 | 5.469 | 0.000** | |
Helpersa†
| 0.094 | 0.051 | 0.177 | 1.856 | 0.068 |
The factorial generalized linear multiple regression model
Factors | B | Std. error | 95 % CI for B | Hypothesis test | OR | 95 % CI for OR | ||||
---|---|---|---|---|---|---|---|---|---|---|
Lower | Upper | Wald X2
| df | Sig. | Lower | Upper | ||||
UCC | – | – | – | – | – | – | – | – | – | – |
Males | 2.875 | 0.322 | 2.244 | 3.506 | 79.730 | 1 | 0.000*** | 17.722 | 9.429 | 33.310 |
Females | 3.125 | 0.291 | 2.553 | 3.697 | 114.719 | 1 | 0.000*** | 22.760 | 12.848 | 40.320 |
SRC | – | – | – | – | – | – | – | – | – | – |
Religion/prayers | 0.195 | 0.523 | −0.831 | 1.221 | 0.139 | 1 | 0.709 | 1.216 | 0.436 | 3.390 |
Self (self-efficacy) | 0.408 | 0.359 | −0.296 | 1.111 | 1.289 | 1 | 0.256 | 1.503 | 0.744 | 3.038 |
Library | 0.311 | 0.345 | −0.366 | 0.988 | 0.812 | 1 | 0.368 | 1.365 | 0.694 | 2.685 |
Computer lab/internet | 0.805 | 0.319 | 0.179 | 1.431 | 6.355 | 1 | 0.012** | 2.237 | 1.196 | 4.183 |
Lecturers†
| 0.510 | 0.306 | −0.090 | 1.109 | 2.776 | 1 | 0.096 | 1.665 | 0.914 | 3.033 |
Peers | 0.684 | 0.308 | 0.079 | 1.289 | 4.906 | 1 | 0.027* | 1.982 | 1.082 | 3.630 |