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The pattern analysis of coping with school failure: stress appraisals and coping outcomes
Loncaric, Darko
Društvena istraživanja, 2008-05, Vol.17 (3), p.573-592
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Título:
The pattern analysis of coping with school failure: stress appraisals and coping outcomes
Autor:
Loncaric, Darko
Assuntos:
Academic Achievement
;
Cognition
;
Coping
;
Educational sociology
;
Elementary School Students
;
Failure
;
Mental stress
;
Problem solving
;
Pupils
;
Stress
;
Typology
É parte de:
Društvena istraživanja, 2008-05, Vol.17 (3), p.573-592
Notas:
ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ObjectType-Article-1
ObjectType-Feature-2
Descrição:
ABSTRACT IN ENGLISH: The main goal of this study relates to the description of groups of pupils classified according to their coping pattern using typological approach (Magnusson, 2001) to coping research. Groups are described with respect to their cognitive appraisals of academic stress, and their coping outcomes. Older elementary school pupils (N=586; 6th to 8th grade) participated in this investigation. Data regarding the pupils' sex, age and grade point average were collected in addition to coping scales, and cognitive appraisals of stressors. Preceding findings (Loncaric, 2007a) indicate that pupils could be classified into six groups according to their pattern of coping with academic stress. Two of the groups consist of pupils who have a very high or very low score on all coping strategies. The remaining pupils were classified into the following four groups: a) pupils focused exclusively on solving the problem, b) those focused on solving the problem and on using social support, c) those focused on minimizing the problem, and d) those that are very emotionally reactive in stressful situations. The results of this study show that students with different coping patterns also differ with respect to their cognitive appraisals of academic stress, and their academic success. Advantages of the pattern analysis approach to coping research in explaining findings from previous correlational research are emphasized. // ABSTRACT IN GERMAN: Das Hauptziel dieser Untersuchung war, die unterschiedlichen Strategien, mittels derer sich Schüler mit ihrem schulischen Misserfolg auseinandersetzen, zu beschreiben und dabei nach dem typologischen Ansatz von Magnusson (2001) zu verfahren. An der Untersuchung nahmen Schüler der oberen Grundschulklassen teil (N = 586; Klassen 6 bis 8*). Die gesammelten Daten betreffen Geschlecht, Alter und Notendurchschnitt der Schüler. Es kamen Skalen zum Einsatz, anhand derer die Art und Weise der Konfrontierung mit schulischem Misserfolg sowie die kognitive Einschätzung von Stressituationen ermittelt wurden. In Anlehnung an die Ergebnisse einer Voruntersuchung (Loncaric, 2007a) wurden die Schüler in sechs Gruppen unterteilt. Die ersten beiden Gruppen umfassten Schüler mit sehr hohen bzw. sehr niedrigen Ergebnissen gemäß sämtlichen Skalen zur Ermittlung der Stressbewältigung. Die übrigen Schüler wurden in vier weitere Gruppen unterteilt: a) lösungsorientierte Schüler, b) lösungs- und unterstützungsorientierte Schüler, c) Probleme verharmlosende Schüler und d) Schüler, die in Stresssituationen eine ausgeprägte emotionale Reaktivität an den Tag legen. Die Resultate zeigen, dass es zwischen Schülern mit verschiedenen Stressbewältigungsmustern Unterschiede gibt hinsichtlich der kognitiven Einschätzung von Schulstress sowie hinsichtlich des schulischen Erfolgs. Der Autor unterstreicht die Vorteile, die sich aus der Analyse der Stressbewältigungsmuster für die Erklärung von Ergebnissen vormaliger Korrelationsuntersuchungen ergeben. Reprinted by permission of Drustvena Istrazivanja
Idioma:
Inglês;Croatian
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