Abstract
Background and Study Aim. Behavior adjustment, as an individual's response to threats, is an effective means of managing stress. Therefore, the aim of this study is to explore the correlation between life satisfaction and problem-focused coping strategies among future physical culture teachers.
Materials and Methods. The study involved students (n=72, aged 18-21 years). The research was conducted during the 2022-2023 academic year in an online format. The following instruments were used: "Life Satisfaction Scale," "Coping Test," and "Coping Strategy Indicator." Pearson's correlation coefficient was employed to determine the relationships between variables.
Results. The results indicate a moderate to low level of life satisfaction among the students. The adaptability of students' behavior was assessed based on the expression level of coping strategies (M±σ): problem-solving (23.5±6.8), seeking social support (26.7±7.5), and avoidance of problems (22.1±6.4). The findings suggest both positive and negative correlations between core coping strategies and life satisfaction among students.
Conclusions. The findings of this research can contribute to the existing knowledge on the role of coping strategies in enhancing life satisfaction among physical culture teachers. By identifying effective coping mechanisms, educational institutions and professionals in the field can develop targeted interventions and support systems to promote the well-being and resilience of future teachers.