Coping Strategies of High School Students in an International Baccalaureate Program

Autor/inn/en	Suldo, Shannon M.; Shaunessy, Elizabeth; Michalowski, Jessica; Shaffer, Emily J.
Titel	Coping Strategies of High School Students in an International Baccalaureate Program
Quelle	In: Psychology in the Schools, 45 (2008) 10, S.960-977 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20345
Schlagwörter	Coping; Student Behavior; Advanced Placement Programs; High School Students; Focus Groups; Psychopathology; Anxiety; Grounded Theory; Mental Health + Suchen Sie Ihr Suchwort? Bewältigung; Student behaviour; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Psychopathologie; Angst; Psychohygiene
Abstract	Students who are enrolled in academically challenging curricula face a multitude of stressors related to increased academic demands in addition to the developmental and biological challenges that are normative to adolescence. This article presents results of a qualitative study conducted to uncover the coping styles of students in a rigorous curriculum and determine which strategies are associated with varying levels of psychopathology (specifically, low and above-average anxiety). Forty-eight students from an International Baccalaureate (IB) diploma program participated in eight focus groups, in which participants were grouped by level of anxiety. Following transcription analysis using grounded theory methodology, researchers identified coping strategies and the frequency of these approaches; active problem-solving and avoidance of demands were reported most often among all IB students in this investigation. Students with above-average levels of anxiety discussed seeking social support more often, whereas students with low anxiety more frequently discussed avoiding demands, reducing one's workload, and seeking positive emotions. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10