Does School Satisfaction Predict Coping? A Short-Term Longitudinal Examination in Early Adolescents

Autor/inn/en	Jiang, Xu; Fang, Lue; Lyons, Michael D.
Titel	Does School Satisfaction Predict Coping? A Short-Term Longitudinal Examination in Early Adolescents
Quelle	In: Psychology in the Schools, 56 (2019) 4, S.582-594 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Xu) ORCID (Lyons, Michael D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22210
Schlagwörter	Coping; Student School Relationship; Correlation; Student Behavior; Behavior Problems; Social Support Groups; Prediction; Personal Autonomy; Early Adolescents; Longitudinal Studies + Suchen Sie Ihr Suchwort? Bewältigung; Schüler-Lehrer-Beziehung; Korrelation; Student behaviour; Schülerverhalten; Social support; Soziale Unterstützung; Vorhersage; Individuelle Autonomie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	We tested the hypothesis of school satisfaction being an antecedent to social coping behaviors in early adolescents (N = 892) using a two-wave cross-lagged panel design. We also explored the possible bidirectional relations between school satisfaction and social coping behaviors. Four types of social coping behaviors in peer conflict contexts included social support seeking, self-reliance, internalizing behaviors, and externalizing behaviors. The findings showed that school satisfaction significantly predicted three of the four coping behaviors (social support seeking, self-reliance, and externalizing behaviors) in the expected directions. Among all the social coping behaviors, only social support seeking significantly predicted school satisfaction over time. Taken together, the results suggest that school satisfaction may be an antecedent that predicts most social coping behaviors in early adolescents. Furthermore, the relations between social support seeking coping and school satisfaction appeared to be reciprocal. Implications, especially the importance of monitoring students' school satisfaction, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01