Concerns and Coping in Asian Adolescents--Gender as a Moderator

Autor/inn/en	Huan, Vivien S.; Yeo, Lay See; Ang, Rebecca P.; Chong, Wan Har
Titel	Concerns and Coping in Asian Adolescents--Gender as a Moderator
Quelle	In: Journal of Educational Research, 105 (2012) 3, S.151-160 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2010.544341
Schlagwörter	Problem Solving; Social Support Groups; Peer Relationship; Grade 7; Grade 8; Secondary School Students; Academically Gifted; Females; Adolescents; Coping; Foreign Countries; Asians; Gender Differences; Stress Management; Singapore + Suchen Sie Ihr Suchwort? Problemlösen; Social support; Soziale Unterstützung; Peer-Beziehungen; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bewältigung; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Geschlechterkonflikt; Stressmanagement; Stressbewältigung; Singapur
Abstract	The authors investigated the role of gender in moderating the type of coping strategies employed by intellectually gifted adolescents in Singapore when confronted with different types of concerns. A total of 1,791 adolescents participated in this study, and data were obtained using self-report measures. Initial findings indicated that boys and girls did not differ in their use of problem-solving coping strategies in dealing with different areas of concerns. However, further findings showed that intellectually gifted girls were more likely to employ nonproductive strategies in coping with school concerns than were gifted boys. These girls were also less likely to seek social support in coping with peer concerns compared with their male counterparts. Possible explanations for the results are suggested and implications of findings are discussed. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10