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Coping with stress and cognitive interference in student teachers performance as important factors influencing their achievement
Cirila Peklaj & Melita Puklek
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Written in English. | Published: June 1, 2001
Abstract: The purpose of our study was to investigate the relations between student teachers' strategies for coping with stressful situations, cognitive interference factors and successfulness of presentation of student teachers' seminar work. There were 135 student teachers participating in the study. At the beginning of the semester they filled in the Way of Coping Questionnaire (Folkman & Lazarus, 1988). After their presentation of seminar theme they reported about the cognitive interference factors during the presentation (distractive factors and intrusive thoughts). Different aspects of their performance were also evaluated by the teacher according to the well-known criteria. The analysis of the results showed significant correlations between certain ways of coping, cognitive interference factors and success of performance. Further statistical analysis showed significant differences in experiencing distractive factors and intrusive thoughts during presentation between students with low, medium and high performance success. The importance of successful strategies for coping with verbal presentation and the implications for student teacher education are discussed.
Keywords: coping with stress, cognitive interference, intrusive thoughts, achivement, verbal presentation, students
