Personality and Psychological Well-Being of Canadian Forces Officer Candidates: The Role of Coping
Bibliographic record
Abstract
Abstract : There is evidence to suggest that both personality and coping strategies that individuals adopt to deal with stressors play an important role in the psychological well-being of military personnel. The overall goal of the study was to understand the multifaceted relationships between personality, coping with stress, and psychological well-being in the military context. Specifically, the study examined various mechanisms by which coping strategies might have influenced the link between personality and psychological well-being or perception of basic training stress of CF Officer Candidates undertaking their basic Officer training (N=200). Multiple regression analyses demonstrated that both personality and coping explained significant and unique proportions of variance in psychological well-being (life satisfaction and psychological health symptoms) and perceptions of training (training satisfaction and training stress). Coping was found to play an important role in psychological well-being and training perceptions of CF candidates, over and above that of personality. Furthermore, hierarchical regression analyses and bootstrapping techniques demonstrated that coping played both a moderating and a partial mediating role in the path between personality and psychological well-being, providing evidence for the differential choice-effectiveness model. The results suggest that providing coping training to CF candidates could be beneficial. Training, focusing on the effectiveness of particular coping strategies (e.g., problem-solving and social support seeking), could be offered to individuals starting their basic training. In addition, training that focuses on stress management and coping, including approaches of setting priorities to balance work and family within the context of the military environment could be beneficial. Further implications of the findings and future research suggestions are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".