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THE MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION LE THI PHUONG NGA THE RESPONSES TO THE STRESS OF HIGH SCHOOL STUDENTS WITH DIFFERENT PERSONALITY TYPES Major: Specialized Psychology Code: 9.31.04.01 SUMMARY OF PSYCHOLOGICAL DOCTORAL DISSERTATION HA NOI - 2021 The dissertation has been completed at: HA NOI NATIONAL UNIVERSITY OF EDUCATION Science Instructors: Assoc Prof Dr NGUYEN ĐUC SON Ph.D GIAP BINH NGA Examiner 1: Assoc Prof Dr Truong Thi Khanh Ha University of Social Sciences and Humanities - Hanoi National University Examiner 2: Assoc Prof Dr La Thi Thu Thuy Institute of Psychology Examiner 3: Assoc Prof Dr Nguyen Thi Tinh Hanoi National University of Education This doctoral dissertation will be defended at The school-level Board of Examiners at Hanoi National University of Education At: , on This dissertation is available at: - The National Library, Hanoi Vietnam - The Library at Hanoi National University of Education INTRODUCTION Reasons to choose the topic A personal response is one of the research directions that receive the attention of many scientists around the world According to the point of view of Lazarus and Folkman (1984) one of the important theoretical studies on response, says that: "response is an ongoing effort to change the perception and behavior of an individual to deal with specific requirements that exist in the individual and in the environment where the individual perceives them threatening, challenging, or beyond his or her resources” [101] Accordingly, individuals will solve their problems if they know how to respond appropriately when encountering difficult situations in life Stress is also a dangerous psychological problem that many students have to deal with in schools When facing stressful problems in life, if students have a proactive and positive response, it will help them solve problems and gain more experiences for themselves However, if students use inappropriate responses, it will aggravate the problem and negatively affect their physical health, mental health and academic performance High school students (high school) is a learning age that has to deal with a lot of pressure, they need to finish high school, prepare to go to college to choose their future career In addition to academic pressures, high school students have to face great pressure in their relationships with friends, teachers and parents At this age, children often encounter conflicts in heterosexual friendships, love at school age, which makes them feel tired and lack of concentration in study The high expectations of parents for their children also have a significant impact on the psychological life of students All of these things sometimes create great pressure on the children, creating stress in their lives and this greatly affects not only their learning activities but also the process of perfecting their personalities Reality shows that there have been cases of children suffering from severe stress, physiological disorders and even suicide Most of these cases lack knowledge as well as the ability to respond well to stress in life Numerous studies have shown that students' maladaptive responses to stress are associated with many problems such as poor academic performance (Struthers, Perry, & Menec, 2000), depression (Aktekin et al cs, 2001); anxiety (Renk & Eskola, 2007), eating disorders (Wichianson et al., 2009) In contrast, with proactive and positive response strategies, students may have lower levels of stress (Coiro, Bettis, & Compas, 2017), less anxiety (Renk & Eskola, 2007), have greater adaptability to the environment (Leong, Bonz, & Zachar, 1997), and better physical health (Park & Adler, 2003) These results show that the stress status of students can soon be improved if they know how to use effective response strategies on time, which can contribute to reducing and preventing negative behavior from happening to them In Vietnam, there are quite a lot of studies on stress as well as stress control action programs, but most of them are aimed at employees and students; There are not many studies focusing on stress on high school students On the other hand, studies on high school students often focus on understanding the levels, manifestations and causes of stress, and pay little attention to their responses; as well as the relationship between responses and psychological, physiological, or social variables has not been determined Therefore, the proposed measures are not practical and close to the target object (Robotham, 2008) Stemming from the above theoretical and practical bases, we conduct the study "The responses to the stress of high school students with different personality types" as a profound theoretical and practical significance Research objectives From the results of the theoretical and actual research on stress response of high school students with different personality types, some measures are proposed to help high school students increase their ability to control and cope with stress in accordance with their personality types Research subjects and objects 3.1 Subjects of the study Expressions and stress responses of high school students with different personality types 3.2 Objects of the study The object comprises 571 high school students Scientific hypothesis - When facing stress problems, high school students have used various different responses, including effective and ineffective responses - High school students have different personality types, the stress responses are also different In particular, students with sensitive personality types tend to use less effective responses than students with other personality types - Some subjective factors of students (age characteristics, gender, optimism, pessimism, stress level ) and objective factors (social support: family, friends, learning environment in school, etc.) have an influence and can change the stress responses among high school students Social support has the strongest influence on stress responses of high school students with different personality types Research missions - Building a theoretical basis for stress responses of high school students with different personality types: research problem overview, to construct tool concepts, expression aspects and stress responses of high school students with different personality types, factors affecting stress responses of high school students in different personality types - Surveying, analyzing, and evaluating the situation of stress responses of high school students with different personality types; factors affecting the ability of stress response of high school students with different personality types - Proposing some measures to help high school students with different personality types respond better to stress Research scope 6.1 Research contents - The topic chooses how to classify the personality types of high school students according to the Big-Five model of personality (big-five model), also known as Big-Five; with the shortened five-factor scale Big Five Inventory – Short Form (BFI –S) of the author Frieder R Lang and colleagues (2011) - The topic is based on the point of view of Tobin, et al (1989) to find out the situation of stress responses of high school students with different personality types with the Coping Strategies Inventory - CSI) by Garcia,et al.(2006) - Find out some subjective and objective factors affecting stress responses of high school students with different personality types through the following three scales: (1) Life Orientation Test - Optimism and pessimism - Revised - LOT - R) by Scheier and Carver (1985); (2) Perceived Stress Scale (PSS) of Cohen & Williamson (1988); (3) The multidimensional Scale of perceived social support (MSPSS) by Zimet, Dahlem, Zimet and Farley (1988) 6.2 Research objectives The study was conducted on high school students, including 571 male and female students, students from grade 10 to grade 12 6.3 Research locations The study was conducted at 02 high schools in Nam Tu Liem district, Ha Noi city, and 02 high schools in Hoang Hoa district, Thanh Hoa province Research methodology and methods 7.1 Research methodology To carry out our research tasks, we base on some basic methodological principles of psychology such as: Principle of unity between activity - personality; principles of ensuring development, and principles of systems approach 7.2 Research methods - Documentary research methods - Questionnaire survey method - Expert method - In-depth interview method - Observation method - Case study method - Data processing by mathematical statistics method New contributions of the dissertation 8.1 In theory The dissertation has systematized the theoretical issues of stress response of high school students with different personality types; identified tool concepts (response, stress, stress response, personality type, stress response of high school students with different personality types); identified 08 ways of stress responses of high school students with different personality types including: cognitive restructuring, self-blame, fantasy, social support seeking, problem solving, avoidance problems and isolation; pointed out a few subjective factors (optimism - pessimism, stress level ) and objective factors (social support: family, friends, learning environment in school) that affect to stress responses of high school students with different personality types 8.2 In practice The dissertation has pointed out the situation of stress responses of high school students in the research sample and in different personality types In particular, the study found that high school students have different personality types, the use of stress responses is also different such as: sensitive personality types tend to use responses such as: “selfblame”, “fantasy” and “isolation”; extroverted personality types often use the "social support seeking" response; The open-to-experience personality types often choose a "problem-solving" approach over the likable and conscientious personality types The dissertation clarifies a few factors affecting the stress responses of high school students with different personality types, including objective factors that are social support (family, friends, learning environment in school, etc.) and some subjective factors such as: optimism - pessimism, stress level In which, the social support factor has the strongest influence and can affect changes in the stress responses of high school students with different personality types The thesis has proposed some measures to help high school students with different personality types to prevent and respond positively to stress Structure of the dissertation In addition to the introduction, conclusion and recommendations, lists of references, and appendices, the main content of the dissertation includes chapters CHAPTER RATIONALE ABOUT THE RESPONSES TO STRESS OF HIGH SCHOOL STUDENTS WITH DIFFERENT PERSONALITY TYPES 1.1 Overview of research works 1.1.1 Research overview on the responses to stress Response to psychological difficulties in general and response to stress, in particular, is an issue that has received research attention from many authors in the world and in Vietnam These studies have shown typical response patterns, response strategies, and response skills of student groups Since then, it has led to researches to measure and evaluate students' response behavior through building, perfecting, and Vietnameseizing response scales Existing studies have also shown that individual psychological factors (subjective factors) and psychosocial factors (objective factors) affect students' responses A number of other studies examine this issue in terms of cultural differences between regions and ethnicities, thereby showing specific characteristics in the students’ response to stressful situations in life However, there are no studies that directly address the difference in stress response of high school students with different personality types 1.1.2 Research overview on personality type The study of personality type is also a matter of relatively popular research interest in the world and in Vietnam Research works have found and explored many aspects of the problem such as: research on the personality type of young people and students, the influence of personality type on the tendency to choose a career, and the motivation for young people’s success or collective psychological atmosphere of students In particular, research on the influence of personality type on other psychological or social variables is especially interest and there are many typical studies However, there have been no studies investigating the influence of personality types on the stress response of high school students 1.1.3 Research overview on the relationship between personality type and stress response It can be seen that the relationship between personality type and stress response has been interested by authors around the world, but in Vietnam, studies related to this relationship have not yet been available In addition, the youth age has not received adequate attention from scholars Most studies on the relationship between personality type and stress response have focused on students and adults In summary, through the documentary review, we found that the studies on stress response and personality type are quite numerous while the studies on the stress response of high school students with different personality types are not available Therefore, conducting research on the stress response of high school students with different personality types has profound theoretical and practical significance Inheriting previous studies, based on the scope and objectives of the dissertation, in this study, we approach the research problems in the following directions: (1) Finding out about the stress responses of high school students with different personality types; (2) research on some subjective and objective factors affecting stress response of high school students with different personality types; (3) building some measures to help high school students with different personality types to prevent and respond positively to stress In this dissertation, the stress responses of high school students with different personality types are studied based on the response model of Tobin, et al.(1989) 1.2 Theory about stress responses of high school students with different personality types 1.2.1 Response 1.2.1.1 Definition of response The response is an individual's conscious reaction, expressed through thoughts, emotions and actions when the individual encounters difficult situations or situations beyond his or her ability, forcing the individual to attempt to resolve 1.2.1.2 Classification of response Currently, there are many ways to classify responses depending on different criteria This study is also based on basic psychological functions of thought, emotionsand actions; simultaneously refer to the response models of the previous authors, in which the main reference is the response model of Tobin, et al (1989), to understand the expression and stress response of high school students have different personality types 1.2.2 Stress 1.2.2.1 Definition of stress Stress is the psychological and physiological tension that occurs when people are faced with situations that they perceive to be beyond their ability in actions as well as in life 1.2.2.2 Some expressions of stress When stress occurs in each subject, there will be two types of manifestations: physiological manifestations and psychological manifestations 1.2.2.3 Origin of stress There are many different views on the causes of stress, but in general, it is mainly caused by two main groups of causes: the group of subjective causes and the group of objective causes Subjective causes are those on the subject side: psychological characteristics, neurological type, temperament, health The group of objective causes is those belonging to the external environment: climate, weather, economic, political, and social conditions Therefore, in order to deal with stress effectively, it is necessary to pay attention to both subjective causes and objective causes of it 1.2.2.4 Effects of stress on human lives The effects of stress are extremely diverse and complex on the quality of human life activities On the one hand, stress enhances the activity of psycho-physiological functions to help people best adapt to the situation to survive and develop, on the other hand, stress causes fatigue, aging - exhaustion, causing many persistent and dangerous diseases such as cardiovascular disease, diabetes, digestive disorders seriously affect human activities and quality of life 1.2.3 Stress response 1.2.3.1 Definition of the stress response Stress response is an individual's conscious reactions, expressed through thoughts, emotions and actions when the individual encounters situations that cause fatigue, stress, or situations that are beyond his or her capacity, forcing the individual to make an effort to resolve 1.2.3.2 Processes of the response to stress factors Response to stress factors is a complex process that includes: coping with stress, problem solving, and emotional self-regulation 1.2.4 High school student 1.2.4.1 Definition of high school student High school students are those aged between 16 and 18 years old, who are studying at the upper secondary education level (grades 10 to 12) belonging to the Vietnamese national education system 1.2.4.2 Some psychophysiological and social characteristics of high school students related to the stress responses The age of high school students is a period of great changes in the process of psychophysiological development, especially changes in individual psychology and sociopsychology 1.2.5 Personality type 1.2.5.1 Definition of personality type Personality type is a combination of lasting, stable and unique characteristics of each individual, expressed frequently, clearly, and consistently during the individual's interaction in the living environment 1.2.5.2 Classification of personality type There are many different ways of classifying personality types depending on the theoretical point of view and the classification criteria But in our research, we choose to classify according to the big-five model of personality, also known as Big-Five Accordingly, the five factors in the model that are most widely endorsed are sensitivity, extroversion, willingness to experience, likability, and conscientiousness (McCrae, et al., 2000) Author Pham Minh Hac (2007) when describing the NEO-PI scale of McCrae and Costa (1985) - a typical scale based on the model of the five major factors of personality, also has descriptions of the separate characteristics of the above five personality types as follows: (1) Sensitivity: often expressed in anger and impulsiveness, but also easily anxious, frustrated, easily attacked, and hurt This personality type is also known as emotional instability (2) Extroversion: people with this personality type are often highly competitive and very active in social activities They are sociable, talkative, communicative, and assertive individuals Extroverts are very energetic and often seek attention and attraction from others (3) Willingness to experience: people with this personality type are considered to be very creative, imaginative, and aesthetic individuals They love variety, are curious and love to explore to enrich their own experiences They are also very concerned with their inner emotions and are sensitive to them This is also considered a group of people with altruism and tolerance (4) Likability: commonly found in warm, reliable, selfless, generous, and cooperative individuals They are people with high empathy, know how to share and understand the emotions of others, and care about everyone's interests These are also very outspoken, optimistic individuals who believe that it is human nature to be honest and united (5) Conscientiousness: expressed in the ability to control oneself and take initiative in planning, organizing, and implementing goals Individuals with a conscientious personality type are responsible for their work and careful when making decisions They are highly disciplined people and are very aware of their responsibilities to themselves and to society 1.2.6 Stress response of high school students with different personality types 1.2.6.1 Definition of stress response of high school students with difficult personality types Stress responses of high school students with different personality types are conscious responses, associated with each student's own personality characteristics, which are expressed through thoughts, emotions, and actions when students are faced stressful, exhausting situations, or situations that are beyond their ability, forcing the student to work hard to deal with them 1.2.6.2 Expressions and the responses to the stress of high school students with different personality types Based on the three main manifestations of the stress response, which are thoughts, emotions and actions, and based on the classification of responses by Tobin, et al (1989), the dissertation has identified common ways to the response of high school students when they encounter stressful situations in life, expressed through thoughts (about stressful situations, causes of stress, stress prevention and limitation methods) stress…); emotions (anxiety, fear, anger…) and actions (avoidance or confrontation, seeking support, etc.) Specifically, these are the following responses (see diagram 1.4): (1) Cognitive restructuring are positive thoughts, objective assessment of students about the effects of stressful situations such as: considering the problem in a more positive direction, as a challenge in life, if overcoming, help yourself become more mature; this incident will help yourself gain more experience in dealing with similar situations in the future This response in the long term can help students deal with their problems in a positive way, limiting the negative effects of stressful situations on mental health, friendship, and student’s learning activities (2) Self-blame are subjective thoughts that incorrectly and incompletely evaluate students' self and stressful situations such as: blaming themselves completely, underestimating themselves, looking only at negative influences of the problem This response in the long term also does not help students solve their problems in a positive way, but also complicates their problems and adversely affects their mental health, friendship,and learning activities (3) Fantasy are the students' subjective thoughts about the stressful situation such as: students solve problems by imagining instead of performing in reality or expecting miracles to happen so that the situation can be changed better and the individual can soon get out of the situation This response in the long term does not help students solve their problems in a positive way, but also complicates their problems and adversely affects their mental health, friendship,and learning activities 11 survey Demographic information of 571 subjects participating in the survey detail as follows: Table 2.1 Some characteristics of the research sample Location Objective Ha Noi Thanh Hoa characteristics Quantity % Quantity % Total 292 51,1 279 48,9 Grade 10 97 33,2 92 33,0 Grade Grade 11 99 33,9 94 33,7 Grade 12 96 32,9 93 33,3 Gender Male 157 53,8 109 39,1 Female 135 46,2 170 60,9 is shown in Total 571 189 193 189 266 305 2.2 Research methods To conduct the research phases, the dissertation has used a combination of research methods The document research method is used to build a theoretical basis for stress response of high school students with different personality types The expert method was used to consult on areas related to stress responseof high school students with different personality types The questionnaire survey method is the main method of the topic, used for the purpose of finding the following issues: Personality type of high school students; stress response of high school students across the sample and in different personality types; a number of factors affecting stress response of high school students with different personality types such as optimism - pessimism, stress level, and social support; some personal information of high school students (gender, grade, academic performance ) The questionnaire is designed through the following steps: Information collection, questionnaire development, trial survey, official survey The results of reliability and validity of the questionnaire show that using this questionnaire to evaluate can bring accurate results The in-depth interview method is used to collect, supplement, test, and clarify information obtained from a large-scale situation survey The observation method is to collect more information on the stress response of high school students with different personality types expressing in the students' practical activities The case study method aims to find out how high school students respond to stress through two typical cases The data processing by mathematical statistics method is used to process and analyze the data collected from the above research methods Sub-conclusion of chapter 12 CHAPTER PRACTICAL STUDY RESULTS ON STRESS RESPONSES OF HIGH SCHOOL STUDENTS WITH DIFFERENT PERSONALITY TYPES 3.1 Situation of the personality type of high school students 3.1.1 Personality type of high school students in general The results of the processed questionnaires are shown below: Table 3.1 Situationof the personality type of high school students Personality type Sensitivity Mean 3,10 SD 0,85 Extroversion 3,08 0,89 Willingness to experience 3,05 0,83 Likability 3,60 0,80 Conscientiousness 3,04 0,78 Research results from Table 3.1 show that, out of 05 personality types, the likability personality type is shown the most in students (mean average = 3.60), followed by the sensitivity, extroversion, and willingness to experience and conscientiousness personality type are the least expressed (mean average = 3.04) Each personality type has its own characteristics 3.1.2 Differences in personality types of high school students 3.1.2.1 Differences in personality types of high school students by gender Comparing personality types by gender, research results show that female students have a more sensitive personality type than male students, while male students have a personality type that is the willingness to experience and conscientiousness more than female students in statistical significance (p < 0.05) Table 3.2 Differences in personality type of high school students by gender Personality type Male Female t p 0.81 -1.99 0.04* 3.07 0.88 0.40 0.69 0.85 2.98 0.81 2.07 0.04* 3.56 0.83 3.63 0.77 -0.99 0.32 3.13 0.84 2.97 0.71 2.55 0.01* Mean SD Mean SD Sensitivity 3.02 0.90 3.17 Extroversion 3.10 0.90 Willingness to experience 3.13 Likability Conscientiousness Note: *: p
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