Izvorni znanstveni članak
The Pattern Analysis of Coping with School Failure: Stress Appraisals and Coping Outcomes
Darko LONČARIĆ
; U~iteljski fakultet, Rijeka
Sažetak
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 (Lon~ari}, 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.
Ključne riječi
stress; coping; school failure; pupils
Hrčak ID:
25493
URI
Datum izdavanja:
7.7.2008.
Posjeta: 3.084 *