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dc.contributor.advisorScholes, Roberta J. (Roberta Jane), 1952-eng
dc.contributor.advisorWhitney, Stephen D.eng
dc.contributor.authorOlsen, Amandaeng
dc.date.issued2015eng
dc.date.submitted2015 Springeng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was to determine if pre-service teachers who have taken different routes to certification (ie. traditional students versus 2 types of graduate students) identify with different protective factors and methods of coping under stress. Data was collected using the COPE Scale (Carver, et. al., 1989) and the Teacher Protective Factors Scale (Muller, Gorrow, & Fiala, 2011) on three different populations. The results of a repeated measure MANOVA showed significant main effects for both the Cope Scale and the Teacher Protective Factors Scale. These findings could be applied to pre-service teacher curriculum formation. Curriculum for traditional students could help initiate the foundation and growth of student protective factors and coping mechanisms, while curriculum could be adapted to build on the foundation non-traditional students have developed since they have already established protective factors and coping mechanisms.eng
dc.identifier.urihttps://hdl.handle.net/10355/49080
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess to files is limited to the University of Missouri--Columbia.eng
dc.titleAn examination of protective factors and coping strategies of pre-service teachers completing different cerification routeseng
dc.title.alternativeAn examination of protective factors and coping strategies of pre-service teachers completing different certification routeseng
dc.typeThesiseng
thesis.degree.disciplineEducational and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelMasterseng
thesis.degree.nameM.A.eng


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