In the View of Institutions: How do Interns Cope with the Entry Stress?

• Main Authors: CHANG, YU-CHEN, 張祐禎
• Other Authors: SHIAHHOU, HSIN-PENG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/d2em6j

碩士 === 輔仁大學 === 社會企業碩士學位學程 === 107 === The problem of stress and coping skills for graduates entering the occupational situation is getting more important among the universities. In spite of providing many speeches and workshops of career for the university student, the lacking of validity evidence made the university could not focus on the occupational stress situation and provide student stress-coping strategies. This research quotes the theory of Realistic Orientation Program of Entry Stress (ROPES), and develop the ROPES for the internship. The method of this research is exploratory sequential mixed methods, and it can be divided to two parts: First part, according to the research of stress and coping strategies as well as the suggestion of subject master experts (SMEs), this research developed four constructs and thirty-nine items of stress, and three constructs and one hundred fifty-six items of coping strategies. By using the formation of situational judgment test (SJT), this research produced the qusitionnaire of thirty-nine situation of upcoming stress, and each situation provided four coping strategies to let the students who had completed the internship programs rating the best coping behavior that can fix the stressful situations. This research invited 80 students to participate in this stress and coping strategies qusitionnaire and produced the norm of internship stress and coping strategies. And based on the norm, this research developed two lesson plans to confirm the validity of the ROPES: one is ROPES group lesson plan, to provide the student who will attend the internship in four weeks the information about the upcoming stress situations and the best coping strategies; and the other one is control group lesson plan, to provide the student who will attend the internship in four weeks the speech about the stress situations and the suggestion from the speaker. There are 212 students attending the program, 113 students are from ROPES group, and 99 students are from control group. Second part, in order to confirm the validity of the ROPES, this research developed the seven criteria to test the validity of ROPES: expectation of internship situation, proactive behavior, readiness of internship, stress, confidence of internship, self-efficacy of internship, and motivation of internship. This research used two anylsis methods to test ROPES: two-way mixed design analysis of variance (two-way mixed design ANOVA), and mediator effect analysis. Results show that ROPES group students had higher expectation of internship situation and proactive behavior than the control group students. And ROPES had positive effect on adjustment of internship (confidence of internship, self-efficacy of internship, and motivation of internship), and had positive effect on readiness of intership. This research suggests that the universities can put more efforts on the stress and coping strategies programs to the students, the benefit of ROPES can construct the readiness of internship and enhance the adjustment of internship, as predicted.