Evaluating Child Coping Competence: Theory and Measurement

Autor/inn/en	Moreland, Angela D.; Dumas, Jean E.
Titel	Evaluating Child Coping Competence: Theory and Measurement
Quelle	In: Journal of Child and Family Studies, 17 (2008) 3, S.437-454 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-007-9165-y
Schlagwörter	Coping; Parents; Factor Analysis; Competence; Preschool Children; Affective Behavior; Social Behavior; Achievement; Correlation; Behavior Problems; Behavior Theories + Suchen Sie Ihr Suchwort? Bewältigung; Eltern; Faktorenanalyse; Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Affective disturbance; Active behaviour; Affektive Störung; Social behaviour; Soziales Verhalten; Performance; Leistung; Korrelation
Abstract	Much of the research on children's coping styles is based on a downward extension of adult coping theories. In a departure from this approach, coping competence theory seeks to account for children's ability to cope with daily challenges on the basis of developmental research. The theory, which states that challenges call for distinct coping skills in the "affective", "social", and "achievement" domains, was evaluated with an ethnically diverse sample of preschoolers. The study relied on confirmatory factor analysis of a parent-completed measure of coping to test the 3-factor model underlying the theory, and related those factors to parent and teacher measures of child functioning. Results supported the 3-factor model of coping competence and showed that each domain of coping was negatively correlated with parent and teacher ratings of child disruptive behavior. Coping competence theory held across child sex and age. Findings provide support for a 3-factor model of coping competence in early childhood and for the validity of the new parent-completed measure of children's coping styles refined in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10