TABLE 5.
Effects of combination types on stress coping strategies (n = 797).
| DVs |
Combination Types (IVs) |
|||||
|
1 |
2 |
3 |
4 |
5 |
Effects post hoc | |
| (n = 48) | (n = 178) | (n = 260) | (n = 194) | (n = 117) | ||
| Configuration Group | F(8,2050) = l87.65 (Pillai), p < 0.001, n2 = 0.422 | |||||
| Self-Regulation | 2.65 (37) | 3.02 (0.42) | 3.41 (0.44) | 3.80 (0.39) | 4.23 (0.29) | F(1,1029) = 302.61, p < 0.001, n2 = 0.302, all p < 0.001 |
| Regulatory Teaching | 2.75 (0.32) | 3.26 (0.50) | 3.65 (0.68) | 4.04 (0.44) | 4.39 (0.30) | F(1,1029) = 243.64, p < 0.001, n2 = 0.614, all p < 0.001 |
| Coping strategies | ||||||
| Total | 2.58 (33) | 2.64 (0.26) | 2.64 (0.24) | 2.70 (0.28) | 2.74 (0.29) | F(4,792) = 5,046 (Pillai), p < 0.001, n2 = 0.025;5,4 > 3,2,1** |
| Dimensions | F(8,1584) = 13.771 (Pillai), p < 0.001, n2 = 0.095, pow = 1.0 | |||||
| D1. Emotion focus | 2.47 (0.36) | 2.45 (0.34) | 2.42 (0.29) | 2.44 (0.33) | 2.39 (0.34) | F(4,792) = 0.856, p < 0.490 ns, n2 = 0.275 |
| D2. Problem focus | 2.68 (0.40) | 2.83 (0.31) | 2.86 (0.31) | 2.96 (0.31) | 3.09 (0.32) | F(4,792) = 2,107, p < 0.001, n2 = 0.093; 5,4 > 3,2 > 1** |
| Emotion-focused factors | F(20,3524) = 9,981 (Pillai), p < 0.001, n2 = 0.054, pow = 1.0 | |||||
| Fl. Avoidant distrac. | 2.29 (0.42) | 2.26 (0.54) | 2.25 (0.46) | 2.29 (0.47) | 2.20 (0.55) | F(4,882) = 0.808, p < 0.523 ns, n2 = 0.004 |
| F7. Reducing anx. | 3.12 (0.62) | 3.02 (0.62) | 2.99 (0.57) | 3.07 (0.64) | 2.93 (0.75) | F(4,882) = 16.056, p < 0.001, n2 = 0.069 |
| F8. Preparing worst | 2.73 (0.55) | 2.73 (0.46) | 2.66 (0.47) | 2.64 (0.48) | 2.60 (0.44) | F(4,882) = 1.405, p < 0.231 ns, n2 = 0.006 |
| F9. Emotional vent | 2.11 (0.47) | 2.00 (0.46) | 1.90 (0.46) | 1.83 (0.40) | 1.64 (0.35) | F(4,882) = 17.753, p < 0.001, n2 = 0.076, 5,4 < 3 < 2,1** |
| Fll.Resigned accep. | 2.29 (0.60) | 2.18 (0.56) | 2.05 (0.49) | 1.99 (0.47) | 1.77 (0.45) | F(4,882) = 16.319, p < 0.001, n2 = 0.070, 5,4 < 3 < 2,1** |
| Problem-focused factors | F(20,3524) = 9,981 (Pillai), p < 0.001, n2 = 0.054, pow = l,0 | |||||
| F2. Seeking help | 2.57 (0.63) | 2.85 (0.70) | 2.92 (0.73) | 2.99 (0.64) | 3.12 (0.73) | F(4,882) = 7.644, p < 0.001, n2 = 0.034, 5 > 4,3 > 2,1** |
| F5. Self-Instructions | 2.77 (0.47) | 2.94 (0.43) | 3.00 (0.40) | 3.14 (37) | 3.34 (36) | F(4,882) = 30,614, p < 0.001, n2 = 0.122, 5 > 4 > 3 > 2,1** |
| F10. Reappraisal | 2.66 (0.57) | 2.90 (0.51) | 2.99 (0.44) | 3.18 (0.40) | 3.44 (0.77) | F(4,882) = 45.640, p < 0.001, n2 = 0.171 5 > 4 > 3 > 2,1** |
| F12. Comm feelings | 2.63 (0.89) | 2.97 (0.74) | 3.01 (0.68) | 3.14 (0.68) | 3.20 (0.74) | F(4,882) = 7.587, p < 0.05, n2 = 0.033, 5,4 > 3,2 > 1** |
| F13 Altern reinforc | 2.67 (0.49) | 2.81 (0.39) | 2.78 (0.40) | 2.87 (0.44) | 2.97 (0.47) | F(4,882) = 7.100, p < 0.001, n2 = 0.31, 5,4,3,2 > 1** |
Type 1 (Low Self-Regulation and Low Regulatory Teaching); Type 2 (Low Self-Regulation and High Regulatory Teaching); Type 3 (Medium Self-Regulation and Medium Regulatory Teaching); Type 4 (High Self-Regulation and Low Regulatory Teaching); Type 5 (High Self-Regulation and High Regulatory Teaching). For more information, see Table 4. **p < 0.01.