Examining Prediction Models of Giving up within a Resource-Based Framework of Coping in Primary School Students with and without Learning Disabilities

Autor/inn/en	Skues, Jason L.; Cunningham, Everarda G.; Theiler, Stephen S.
Titel	Examining Prediction Models of Giving up within a Resource-Based Framework of Coping in Primary School Students with and without Learning Disabilities
Quelle	In: International Journal of Disability, Development and Education, 63 (2016) 2, S.224-245 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2015.1070951
Schlagwörter	Elementary School Students; Grade 5; Grade 6; Learning Disabilities; Coping; Intelligence Tests; Screening Tests; Disability Identification; Questionnaires; Learner Engagement; Self Control; Structural Equation Models; Foreign Countries; Achievement Tests; Self Efficacy; Statistical Analysis; Multivariate Analysis; Australia; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Learning handicap; Lernbehinderung; Bewältigung; Intelligence test; Intelligenztest; Screening-Verfahren; Fragebogen; Selbstbeherrschung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Self-efficacy; Selbstwirksamkeit; Statistische Analyse; Multivariate Analyse; Australien
Abstract	This study tests a proposed model of coping outcomes for 290 primary school students in Years 5 and 6 (mean age = 11.50 years) with and without learning disabilities (LDs) within a resource-based framework of coping. Group-administered educational and intelligence tests were used to screen students for LDs. Students also completed a questionnaire measuring coping resources, namely student engagement and internal control as well as outcome measures of coping styles and inability to cope. Structural equation modelling revealed that student engagement promoted the use of productive coping strategies for both groups and that this relationship was partially mediated by internal control. Internal control also partially mediated the relationship between student engagement and non-productive coping for students without LDs. Furthermore, less reliance on productive and greater reliance on non-productive coping strategies, respectively, predicted more of a tendency to not cope or give up in both groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01