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Coping with school failure: A study ...

Mantzicopoulos, Panayota C.

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Coping with school failure: A study of elementary school children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Coping with school failure: A study of elementary school children./
作者:	Mantzicopoulos, Panayota C.
面頁冊數:	134 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-01, Section: A, page: 0116.
Contained By:	Dissertation Abstracts International51-01A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9006431

Coping with school failure: A study of elementary school children.
Mantzicopoulos, Panayota C.

Coping with school failure: A study of elementary school children. - 134 p.

Source: Dissertation Abstracts International, Volume: 51-01, Section: A, page: 0116.

Thesis (Ph.D.)--University of California, Berkeley, 1989.

The present study examines the coping strategies employed by young children when they encounter the experience of failure in the school setting. It is designed to study the extent to which cognitive appraisal factors affect a child's coping response to a stressor such as school failure. It aims at examining the relationship of the child's coping processes with his/her coping resources which include his/her beliefs about competence, motivational orientation to perform well in a stressful encounter, emotional state, sense of control, family, and socioeconomic attributes. Finally, it seeks to assess the behavioral, academic and motivational outcomes that are related to coping behavior.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Coping with school failure: A study of elementary school children.
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245 1 0 $a Coping with school failure: A study of elementary school children.
300 $a 134 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-01, Section: A, page: 0116.
500 $a Chair: Eli M. Bower.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 1989.
520 $a The present study examines the coping strategies employed by young children when they encounter the experience of failure in the school setting. It is designed to study the extent to which cognitive appraisal factors affect a child's coping response to a stressor such as school failure. It aims at examining the relationship of the child's coping processes with his/her coping resources which include his/her beliefs about competence, motivational orientation to perform well in a stressful encounter, emotional state, sense of control, family, and socioeconomic attributes. Finally, it seeks to assess the behavioral, academic and motivational outcomes that are related to coping behavior.
520 $a 187 fourth and fifth graders from a school district in Northern California participated in the study. Data were collected from three sources which included (a) an individual interview session with the child, (b) teacher ratings of academic achievement and behavior, and (c) parent responses on the Family Environment Scale and a Socioeconomic Status questionnaire. Based on their responses to the Academic Coping Inventory, subjects were assigned into one of four coping groups depending on their predominant strategy in coping with a failure event in school. The four coping groups were: positive coping, denial, projection, and self-blame. The analysis of person variables related to coping strategies failed to reveal any sex, socioeconomic, or family environment differences between the four groups. However, significant differences were found on other person factors between students employing positive coping strategies and students employing neurotic (denial, projection, self-blame) strategies to cope with academic failure. In sum, positive copers were more likely to have an intrinsic orientation to success, to attribute failure to unstable rather than stable factors, to experience less negative emotions after failure, and to have higher self-esteem. Significant differences between positive and neurotic copers were also found on academic, behavioral, and motivational outcomes. Positive copers were rated by their teachers as having higher achievement, and significantly less behavior problems. Finally, positive copers were more likely to report being motivated to persist in the face of failure. The study has methodological implications for research on children's coping and offers some insights into the complex relationship of children's personal resources and their efforts directed at managing the demands of a stressful encounter with academic failure.
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650 4 $a Education, Educational Psychology. $3 1017560
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790 1 0 $a Bower, Eli M., $e advisor
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791 $a Ph.D.
792 $a 1989
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