Coping across the Transition to Adolescence: Evidence of Interindividual Consistency and Mean-Level Change

Autor/inn/en	Valiente, Carlos; Eisenberg, Nancy; Fabes, Richard A.; Spinrad, Tracy L.; Sulik, Michael J.
Titel	Coping across the Transition to Adolescence: Evidence of Interindividual Consistency and Mean-Level Change
Quelle	In: Journal of Early Adolescence, 35 (2015) 7, S.947-965 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431614548068
Schlagwörter	Coping; Adolescents; Developmental Stages; Help Seeking; Social Support Groups; Cognitive Restructuring; Problem Solving; Stress Variables; Diaries; Adolescent Development; Correlation; Longitudinal Studies; Statistical Analysis + Suchen Sie Ihr Suchwort? Bewältigung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Social support; Soziale Unterstützung; Problemlösen; Diary; Tagebuch; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse
Abstract	The goal of this study was to examine various forms of coping across the transition to adolescence, with a focus on interindividual (correlational) consistency of coping and mean-level changes in coping. Adolescents' emotional coping, problem solving, positive cognitive restructuring, avoidance, and support seeking in response to everyday stressors were assessed via a daily diary beginning when participants (N = 155) were approximately 9 years old and continued every 2 years for a total of four assessments. Most indices of coping demonstrated some interindividual consistency across time. Emotional coping and support-seeking coping declined over time, whereas positive cognitive restructuring and avoidance increased as adolescents aged. The discussion focuses on the implications of the findings and suggestions for advancing this line of inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01