Description

The “Coping Skills Knowledge Test” (CSKT) is a psychometric tool designed to assess individuals’ knowledge and skills related to coping strategies for stress and difficult situations. The test includes a variety of questions that examine participants’ understanding of different coping techniques, such as stress management, problem-solving, emotional regulation, and seeking support. The goal of the CSKT is to provide a comprehensive overview of individuals’ knowledge of coping skills and to help identify areas that require improvement.

Objective

The primary aim of the CSKT is to offer a valid and reliable instrument for evaluating individuals’ knowledge of coping skills. The information gathered through this tool can be used by researchers, educators, and clinicians to develop and assess coping skills training programs, as well as to monitor individuals’ progress in acquiring these skills. The test can also be used to identify individual needs and tailor interventions aimed at enhancing psychological well-being.

Analysis

Analysis of the data collected through the CSKT involves the use of statistical methods to evaluate the tool’s reliability and validity. Test reliability can be assessed using Cronbach’s alpha to ensure the internal consistency of the items. Factor analysis may be used to confirm the test’s structure and identify the underlying dimensions of coping skills knowledge. Additionally, correlation analysis can be conducted to examine the relationship between test scores and other psychological and social variables, such as mental health, academic performance, and social support.

Scoring

Scoring of the CSKT is carried out using a grading system where participants respond to multiple-choice or open-ended questions. Responses are scored based on their accuracy and completeness. Total scores are calculated by summing the scores of individual questions. Higher scores indicate a greater understanding and knowledge of coping skills, while lower scores may suggest a need for further training and support.

References

Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87–127.
Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise. Annual Review of Psychology, 55, 745–774.
Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer.
Aldwin, C. M. (2007). Stress, Coping, and Development: An Integrative Perspective (2nd ed.). Guilford Press.
Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58, 119–144.