title: Student Stress Reaction Styles': The Effects Of Stress Appraisal, Control Perceptions And Personality

authors: de France, Mary Anna

subjects: stress reaction styles

abstract: Academic study can present many stressful situations. An adaptive coping style is one of the essential factors for university students to cope effectively with stressors in their lives, allowing for an effective level of performance while protecting from stress related side effects. Previous research has identified the relationship between stressful life events and the onset of illness. This current study extends on previous research and identifies dispositional factors and stressors specific to social interactions and educational settings and their resulting impact on student coping. This study explored the somewhat controversial concept of 'coping styles' by investigating a comprehensive model of coping that included two stressors (workload related demands and a social interaction), stressor appraisal, dispositional resources, the situational resources of perceived control and perceived levels of coping effectiveness. 
An online questionnaire was completed by 257 participants from seven major universities around New Zealand. Problem-solving coping was positively correlated with perceived levels of coping effectiveness while avoidance coping was negatively correlated with coping effectiveness. The traits of neuroticism and conscientiousness appeared to predispose individuals to cope in predictable ways across situations when confronting adversity, lending support for the notion of coping styles. Results of the moderated regression analyses found that neuroticism and conscientiousness were significant moderators between stressor appraisal and coping behaviours used. The major implications from this research are that educational institutes need to offer on campus services that can support and educate students regarding their tendencies to engage in maladaptive and adaptive coping behaviours and under what circumstances trigger the use of maladaptive coping behaviours. Assistance could be tailored specifically to each individual and their likely coping responses chosen, by including a measure of personality. In the final chapter, conclusions are discussed with regard to implications of this research to educational institutes, students and the need for future research.

text: Student Stress Reaction Styles': The Effects Of Stress Appraisal, Control Perceptions And Personality Academic study can present many stressful situations. An adaptive coping style is one of the essential factors for university students to cope effectively with stressors in their lives, allowing for an effective level of performance while protecting from stress related side effects. Previous research has identified the relationship between stressful life events and the onset of illness. This current study extends on previous research and identifies dispositional factors and stressors specific to social interactions and educational settings and their resulting impact on student coping. This study explored the somewhat controversial concept of 'coping styles' by investigating a comprehensive model of coping that included two stressors (workload related demands and a social interaction), stressor appraisal, dispositional resources, the situational resources of perceived control and perceived levels of coping effectiveness. 
An online questionnaire was completed by 257 participants from seven major universities around New Zealand. Problem-solving coping was positively correlated with perceived levels of coping effectiveness while avoidance coping was negatively correlated with coping effectiveness. The traits of neuroticism and conscientiousness appeared to predispose individuals to cope in predictable ways across situations when confronting adversity, lending support for the notion of coping styles. Results of the moderated regression analyses found that neuroticism and conscientiousness were significant moderators between stressor appraisal and coping behaviours used. The major implications from this research are that educational institutes need to offer on campus services that can support and educate students regarding their tendencies to engage in maladaptive and adaptive coping behaviours and under what circumstances trigger the use of maladaptive coping behaviours. Assistance could be tailored specifically to each individual and their likely coping responses chosen, by including a measure of personality. In the final chapter, conclusions are discussed with regard to implications of this research to educational institutes, students and the need for future research.

year: 2009

title: Birth, Death, and Marriage in the Garden: Canterbury Colonial Women Gardeners, 1850–1914

authors: Bainbridge, Annette Helen

subjects: Garden History

abstract: This thesis presents a study of the role of gardens in the life stages of colonial women of Canterbury. Using the framework of the expected life-cycle of middle- and upper-class Victorian women (birth, marriage, death), this thesis analyses how women’s garden-making, and interactions with gardens, cast new light on various aspects of colonial gender discourse and gender relations.

The study demonstrates that gardens of colonial women were sites of social cohesion in settler communities. Colonial women used the garden for family or communal events, such as wedding celebrations, and community games and sports that helped bind together rural society. Women were also capable of using the garden as a site of resistance to, or rejection of, the prevailing gender norms. The ambiguity of the garden space, both public and private, connected to the house but separate from the house, enabled women to use it as a site for pushing the boundaries of what was considered socially acceptable behaviour in colonial society

Women gardeners also made considerable contributions to environmental transformation in New Zealand’s South Island. This thesis argues that this has been overlooked or minimalised in environmental historiography in New Zealand. It also argues that previous historical arguments that women gardeners were motivated primarily by imperial ideologies and the desire for social display, ignores the very real role played by environmental hazards and health issues in the creation of colonial gardens.

text: Birth, Death, and Marriage in the Garden: Canterbury Colonial Women Gardeners, 1850–1914 This thesis presents a study of the role of gardens in the life stages of colonial women of Canterbury. Using the framework of the expected life-cycle of middle- and upper-class Victorian women (birth, marriage, death), this thesis analyses how women’s garden-making, and interactions with gardens, cast new light on various aspects of colonial gender discourse and gender relations.

The study demonstrates that gardens of colonial women were sites of social cohesion in settler communities. Colonial women used the garden for family or communal events, such as wedding celebrations, and community games and sports that helped bind together rural society. Women were also capable of using the garden as a site of resistance to, or rejection of, the prevailing gender norms. The ambiguity of the garden space, both public and private, connected to the house but separate from the house, enabled women to use it as a site for pushing the boundaries of what was considered socially acceptable behaviour in colonial society

Women gardeners also made considerable contributions to environmental transformation in New Zealand’s South Island. This thesis argues that this has been overlooked or minimalised in environmental historiography in New Zealand. It also argues that previous historical arguments that women gardeners were motivated primarily by imperial ideologies and the desire for social display, ignores the very real role played by environmental hazards and health issues in the creation of colonial gardens.

year: 2015

title: He reo amiorangi

authors: Roa, Tom

subjects: Māori language

abstract: This paper discusses a project involving the translation of a learning management system (LMS), Modular Object-Oriented Dynamic Learning Environment (Moodle), into te reo Māori so that users of this LMS, learners, teachers and administrators who have a high level of competence in the language, can work within a fully Māori environment. Aspects of the project referred to here include adaptation of the style guide created by Te Taura Whiri for the Microsoft project, use of the Microsoft translation guidelines, the philosophy guiding the translation and the translation process itself (with examples). The process by which the project was evaluated is also discussed.

text: He reo amiorangi This paper discusses a project involving the translation of a learning management system (LMS), Modular Object-Oriented Dynamic Learning Environment (Moodle), into te reo Māori so that users of this LMS, learners, teachers and administrators who have a high level of competence in the language, can work within a fully Māori environment. Aspects of the project referred to here include adaptation of the style guide created by Te Taura Whiri for the Microsoft project, use of the Microsoft translation guidelines, the philosophy guiding the translation and the translation process itself (with examples). The process by which the project was evaluated is also discussed.

year: 2006