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How do children cope with school failure? A study of social/emotional factors related to children's coping strategies
Author(s) -
Mantzicopoulos Panayota
Publication year - 1997
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199707)34:3<229::aid-pits5>3.0.co;2-j
Subject(s) - psychology , coping (psychology) , developmental psychology , coping behavior , social emotional learning , emotional development , clinical psychology , social change , economics , economic growth
This study examined the coping strategies employed by 187 fourth and fifth graders in an encounter with an academic failure experience in school. Resources considered in this study included motivational orientation to perform well in the stressful encounter, the experience of challenge or threat/harm emotions, attributions to failure, beliefs about competence, event familiarity, and socioeconomic status. Based on their responses to the Academic Coping Inventory children were assigned to one of four coping groups: positive, denial, projection, and self‐blame. Results indicated that positive copers were more likely to have an intrinsic orientation to success, to experience less negative emotions following failure, to attribute failure to unstable rather than stable factors, and to have higher perceptions of competence. © 1997 John Wiley & Sons, Inc.