Personality, Coping, and School Well-Being: An Investigation of High School Students

Autor/inn/en	Evans, Paul; Martin, Andrew J.; Ivcevic, Zorana
Titel	Personality, Coping, and School Well-Being: An Investigation of High School Students
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 5, S.1061-1080 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evans, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-018-9456-8
Schlagwörter	Personality Traits; Coping; Well Being; Stress Variables; Predictor Variables; Correlation; Intervention; Outcomes of Education; Structural Equation Models; Measures (Individuals); Student Attitudes; Student School Relationship; High School Students + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Bewältigung; Well-being; Wellness; Wohlbefinden; Prädiktor; Korrelation; Lernleistung; Schulerfolg; Messdaten; Schülerverhalten; Schüler-Lehrer-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	With a growing interest in well-being as an outcome of schooling, there is an increased need for research on how to enable it in students' academic lives. This study examined personality and coping strategies as predictors of students' well-being outcomes at school using structural equation modelling. Students (N = 328) completed measures of personality and coping strategies, and then approximately 6 months later reported on their satisfaction with school and subjective well-being. Results indicated that, along with personality and sociodemographics, productive coping strategies were associated with school satisfaction and subjective well-being 6 months later. The findings suggest that coping strategies used by adolescents to deal with the stresses of school have important consequences. Interventions to increase school students' use of productive coping strategies may have meaningful impacts on their well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01