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UNDERSTANDING STUDENT STRESS AND COPING IN ELEMENTARY SCHOOL: A MIXED‐METHOD, LONGITUDINAL STUDY
Author(s) -
Sotardi Valerie A.
Publication year - 2016
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/pits.21938
Subject(s) - coping (psychology) , psychology , preparedness , longitudinal study , developmental psychology , stress management , clinical psychology , medicine , pathology , political science , law
This mixed‐method, longitudinal study examined daily school stress and coping strategies of elementary schoolchildren in the United States. Students ( n = 65) between the ages of 7 and 11 years reported daily school stress measures for 8 weeks and completed individual stress and coping interviews. Results highlight critical relations between students’ exposure to daily stress at school, their stress appraisals and future expectations, and usage of coping strategies. Students reported limited preparedness in their ability to cope with daily stress in socially appropriate, effective ways; their accounts may have valuable implications for academic success and personal well‐being. Recommendations for educational practice and future research are discussed.