Coping with Stresses and Concerns during Adolescence: A Longitudinal Study.

Autor/inn/en	Frydenberg, Erica; Lewis, Ramon
Titel	Coping with Stresses and Concerns during Adolescence: A Longitudinal Study.
Quelle	(1997), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescent Attitudes; Adolescents; Behavior Patterns; Coping; Foreign Countries; Grade 11; Grade 7; Grade 9; Longitudinal Studies; Secondary Education; Sex Differences; Stress Management; Student Attitudes; Student Development; Australia + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bewältigung; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarbereich; Sex difference; Geschlechtsunterschied; Stressmanagement; Stressbewältigung; Schülerverhalten; Australien
Abstract	Although numerous cross-sectional studies have documented the coping responses of young adolescents of different ages and of both sexes, few studies have tracked the developmental stages of coping within adolescents. A longitudinal study of adolescent coping was conducted in metropolitan Melbourne, Australia. During the 5-year study, 168 students were tracked to document the pattern of general coping behavior of girls and boys at grade levels 7, 9, and 11, and to determine what changes were apparent in their coping responses. Results showed that both boys and girls remained relatively stable in their declared inability to cope between the ages of 12 and 14. Two years later boys reported much the same low level, but girls reported significantly higher levels of an inability to cope by age 16. Of the coping strategies, five (seeking social support, solving the problem, self-blame, keep to self, and tension reduction) remained stable for adolescents between the ages of 12 and 14, but strategies increased significantly in the following two years. The findings highlight the fact that boys and girls develop differently in their patterns of coping with age, and that there are implications for the timing and substance of coping skills development programs taught in the schools. (Contains 30 references.) (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC