Children's Identification of Stress Related Factors and Coping Strategies.

Autor/inn/en	Paterno, JoAnna; und weitere
Titel	Children's Identification of Stress Related Factors and Coping Strategies.
Quelle	(1987), (18 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Age Differences; Coping; Elementary Education; Middle Schools; Primary Education; Stress Variables; Student Attitudes; Student Behavior + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Bewältigung; Elementarunterricht; Middle school; Mittelschule; Mittelstufenschule; Primarbereich; Schülerverhalten; Student behaviour
Abstract	Although many educators believe that children are under stress, formally testing children for stress and coping is very difficult. This study compiled and analyzed the significant mean differences of the frequency of identified stressors and coping strategy responses between school groups to identify stressors and coping strategies as perceived by school children. Primary (N=94) and middle (N=207) school students who attended a laboratory school at a state university in eastern Kentucky responded to the questions "When you are at school, what worries or upsets you?" and "When these things worry you, how do you make yourself feel better?" Data were classified and eight stressor types and eight coping strategy types were identified. Statistically significant differences were found between primary grade students and middle school students in 8 of the 16 response areas. From primary to middle school grades, there was a significant increase in the mean frequencies of two stress types (school work and achievement, peer relationships); a significant decrease in the mean frequencies of three stress types (physical injury/loss; loss of personal space, comfort and time; and discipline); and statistically significant differences in three types of coping strategies, with middle school students using more distraction and catharsis and primary school students using direct action. The high frequency levels of stress expressed by subjects have implications for school guidance programs. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01