Coping Strategies in Hungarian School-Age Children

Autor/inn/en	Zsolnai, Aniko; Kasik, László
Titel	Coping Strategies in Hungarian School-Age Children
Quelle	In: International Journal of Emotional Education, 14 (2022) 2, S.88-92 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Coping; Elementary School Students; Foreign Countries; Elementary School Teachers; Student Development; Psychological Patterns; Student Behavior; Hungary + Suchen Sie Ihr Suchwort? Bewältigung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Ungarn
Abstract	This longitudinal study aimed to analyse what coping strategies 8- and 12-year-old children use in frustrating situations. The participants were Hungarian students and their teachers. In the first investigation, children were aged 8 (N=52), and then they were reexamined four years later (N=45). Two Likert-type questionnaires (teacher and student versions) were developed and administered in the study. The instruments proved to be highly reliable (Cronbach's [alpha]: 0.84-0.86). The questionnaires enabled the researchers to investigate the following behaviourally observable strategies: physical aggression, verbal aggression, resistance, venting/crying, avoidance, teacher-seeking, peer-seeking, following the norms and following teacher's instructions. In most frustrating situations, the frequency of physical and verbal aggression and venting increased with age. Both the self and teacher reports indicated that as students grew older, they were less inclined to seek peer or teacher's help. The correlation between teacher and self-ratings is weak, particularly in the 12-year-old cohort (p < 0.05). (As Provided).
Anmerkungen	Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01