Self-Confidence and Coping Strategies for Psychological Stress and Their Relationship with Risk-Taking Orientation among Adolescents

الملخص

This study looks at how teenagers' risk-taking inclinations, coping strategies, and self-confidence interact. This is especially important because dangerous behaviors are becoming more common in this age group as a result of mounting psychological demands. The study's objectives are to comprehend the psychological elements affecting teenage behavior and to ascertain how coping mechanisms and self-assurance contribute to a decrease in risk-taking.

The study used a descriptive-analytical technique to gather and examine information about risk-taking tendencies, coping mechanisms, and levels of self-confidence. It concentrated on the causal and correlational connections between these variables. In order to evaluate their influence on the propensity for hazardous behaviors, the study defined the traits of a self-assured teenager, the sources of self-confidence, and successful and inefficient coping mechanisms.

The study's findings demonstrated that teenagers who have a high sense of self-worth are better equipped to manage stress and refrain from dangerous, impulsive actions. Additionally, research showed that although reactive or avoidant coping mechanisms increase the chance of participating in hazardous behaviors, positive coping methods like problem-solving, emotional control, and social support decrease an adolescent's propensity to take risks. The findings showed that the degree to which coping mechanisms affect an adolescent's propensity for taking risks is mediated by self-esteem.

The study concluded that improving self-esteem and stress-coping skills are important preventative tools for reducing risky behaviors and achieving psychological and social well-being in adolescents. Based on these findings, the study recommended developing educational and psychological programs that foster self-esteem in adolescents and teach them effective coping strategies for stress. These programs should focus on providing social support and encouraging creative and athletic activities that allow them to experience success and reduce their impulse to take risks