Coping Styles and Strategies: A Comparison of Adolescent Students with and without Learning Disabilities

Autor/inn/en	Firth, Nola; Greaves, Daryl; Frydenberg, Erica
Titel	Coping Styles and Strategies: A Comparison of Adolescent Students with and without Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 43 (2010) 1, S.77-85 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409345010
Schlagwörter	Age; Learning Disabilities; Coping; Grade 7; Grade 8; Grade 9; Comparative Analysis; Measures (Individuals); Foreign Countries; Adolescents; Intervention; Risk; Cognitive Style; Dyslexia; Personality Traits; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Learning handicap; Lernbehinderung; Bewältigung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Messdaten; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Risiko; Cognitive styles; Kognitiver Stil; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Statistische Analyse; Australien
Abstract	In this study, the authors compared the results of a coping measure completed by 98 seventh through ninth grade students who were assessed as having learning disabilities with published means from the general Australian student population. The "Adolescent Coping Scale" was the measure used. The results suggested higher use by students aged 12 to 13 years who had learning disabilities of an overall nonproductive coping style and in particular of the nonproductive strategies of ignoring the problem and not coping. Although there was no difference in overall productive or nonproductive coping style for 14- to 15-year-olds, the students in this age group who had learning disabilities reported higher use of the strategies of not coping and ignoring the problem. These findings are discussed in relation to a need for interventions that give students who have learning disabilities strategies that address the risk of a passive coping style. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10