<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tamara   Turashvili</style></author><author><style face="normal" font="default" size="100%">Marine   Japaridze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COPING STRATEGIES OF UNIVERSITY STUDENTS IN GEORGIAN CONTEXT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">coping strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">critical life event</style></keyword><keyword><style  face="normal" font="default" size="100%">social support</style></keyword><keyword><style  face="normal" font="default" size="100%">student</style></keyword><keyword><style  face="normal" font="default" size="100%">university</style></keyword><keyword><style  face="normal" font="default" size="100%">well-being</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420056255.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Studies in university students' coping strategies have their peculiarities due to particularly acute stresses characteristic of this period of life. On the other hand, there are specific limits regarding the nature of stressors and the lack of coping ability in this period. Due to such limits, it is necessary to consider different approaches to university students' stressors. Research into university students' coping strategies has been done in various countries, but this is the first such study done in Georgia. Within the transactional stress concept of Lazarus, we tested the stress buffering effects of various coping strategies such as task-, emotion-, and avoidance-oriented coping strategies, praying, and social support.
Within the framework of the research, 252 university students from a wide variety of disciplines and with an average age of 21 were surveyed. The methods applied in the study are the Coping Inventory for Stressful Situations (CISS) by Endler &amp; Parker (Endler &amp; Parker,1990) and the Stress Life Inventory (SRRS) by Holmes and Rahe (Holmes &amp; Rahe, 1967) combined with the Kucher Adolescent Depression Scale KADS -6 (Brooks et al.,2003). Results show expected main effects: There are different coping strategies used in different critical life events. Coping strategies such as social support and praying have a stress-buffering effect and prove to be situational resources in cases of strong stress. Certain coping strategies such as task-oriented coping, emotional coping and praying are predictors of psychological well-being.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">144-149</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Eldina  Nasufi</style></author><author><style face="normal" font="default" size="100%">Silvana  Vishkurti</style></author><author><style face="normal" font="default" size="100%">Migena   Alimehmeti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNIVERSITY-LEVEL REFLECTIVE WRITING, ANALYZING THE INTERNSHIP REPORTS OF STUDENTS OF FRENCH AS A FOREIGN LANGUAGE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">internship</style></keyword><keyword><style  face="normal" font="default" size="100%">reflexivity</style></keyword><keyword><style  face="normal" font="default" size="100%">students</style></keyword><keyword><style  face="normal" font="default" size="100%">university</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055971.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Reflective writing is an important aspect, especially for students who are majoring in teaching a foreign language, because it constitutes an initial step for finding a solution to problems arising in practice.  Reflectivity in writing can be acquired by working since the first cycle studies, even in the pre-university system but in the Albanian context, it is not always realized from one level to another. This paper will focus on reflectivity in writing by means of internship reports handed by students at the end of their two-month internship in middle and secondary schools.
The corpus consists of the internship reports of the last two years (2011-2013) submitted by 80 master`s students, in order to point out that the students’ reflection on their internship in various schools are not realistic due to their inability to express their viewpoint on their experience. The main results of the analysis indicate that the students fail to coherently organize the data according to the internship report’s structure and they cannot explain accurately the problems encountered in the Albanian context. Instead, in most of the cases, they depart from an ideal context found in various foreign authors’ works. They are unable to argue on the importance of teaching experience for exercising their future profession. Furthermore they display several deficiencies in describing sample classes that they have taught in the schools.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">86-92</style></section></record></records></xml>