Brunei’s teacher education programs: insights into students’ coping and help-seeking strategies to challenges

Table 5 Hierarchical multiple regression analysis with backward elimination on GPA scores (N = 76)

Model	Variables^‡	Unstandardized coefficients		Standardized coefficients	t	Sig.
Model	Variables^‡	B	Std. error	Beta	t	Sig.
1	Gender	0.425	0.165	0.213	2.579	0.013*
	Age	0.014	0.013	0.117	1.050	0.298
	Task	0.026	0.010	0.460	2.675	0.010*
	Emotion	0.001	0.006	0.015	0.193	0.848
	Distraction	0.001	0.012	0.010	0.095	0.924
	Social diversion	0.006	0.024	0.033	0.249	0.804
	Helpers^a	0.081	0.055	0.152	1.476	0.146
2	Gender	0.427	0.161	0.214	2.649	0.010*
	Age	0.014	0.013	0.117	1.064	0.292
	Task	0.026	0.009	0.461	2.723	0.009**
	Emotion	0.001	0.006	0.017	0.228	0.820
	Social diversion	0.007	0.022	0.038	0.325	0.746
	Helpers^a	0.080	0.054	0.151	1.486	0.143
3	Gender	0.432	0.158	0.217	2.729	0.008**
	Age	0.014	0.013	0.118	1.073	0.288
	Task	0.026	0.009	0.467	2.806	0.007**
	Social diversion	0.008	0.021	0.044	0.387	0.700
	Helpers^a	0.082	0.053	0.154	1.543	0.128
4	Gender	0.443	0.155	0.222	2.861	0.006**
	Age	0.013	0.013	0.112	1.041	0.302
	Task	0.028	0.008	0.500	3.534	0.001
	Helpers^a	0.088	0.051	0.164	1.715	0.092
5	Gender	0.452	0.155	0.226	2.920	0.005**
	Task	0.033	0.006	0.594	5.469	0.000**
	Helpers^a†	0.094	0.051	0.177	1.856	0.068

^a Helpers sources of help used when participants sought assistance (this variable had eight categories)
* p < 0.05 (two-tailed)
** p < 0.01 (two-tailed)
^†Neared the significance level at p = 0.05
^‡Avoidance was brocken into two variables—distraction and social diversion—was omitted from analysis as it correlated too high with both distraction and social diversion (see Table 3 above)

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