THE EFFECTS OF SITUATION AND LEARNED RESOURCEFULNESS ON COPING RESPONSES

Learned resourcefulness theory suggests that people high in resourcefulness can minimize the negative effect of stress on their performance, therefore, they can do better than less resourceful individuals under stressful conditions (Rosenbaum, 1990). This study was designed to examine whether individuals high and low in resourcefulness, differ in their perceived stress levels, self-efficacy expectancies, and coping strategies. In the study, 255 students were asked to imagine themselves in two different stressful academic situations (controllable and uncontrollable) and to complete measures of perceived stress level, self-efficacy expectancy, and coping ways (Folkman & Lazarus, 1988). Data analyses indicated that highly resourceful students have higher self-efficacy expectancies. They use more problem-focused coping, more positive reappraisal, are more likely to seek social support, and less likely to use escape-avoidance strategies during the stages of an examination situation.