Pregled bibliografske jedinice broj: 24415
Self-esteem, anxiety and coping with school failure
Self-esteem, anxiety and coping with school failure // The 6th biennial conference of the European Association for Research on Adolescence - Abstracts / Bolognini, Monique ; Noack, P. ; Jackson, S. ; Olah, A. ; Stattin, H. (ur.).
Budimpešta: European Association for Research on Adolescence, 1998. str. 154-154 (poster, međunarodna recenzija, sažetak, znanstveni)
CROSBI ID: 24415 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Self-esteem, anxiety and coping with school failure
Autori
Rijavec, Majda ; Brdar, Ingrid
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni
Izvornik
The 6th biennial conference of the European Association for Research on Adolescence - Abstracts
/ Bolognini, Monique ; Noack, P. ; Jackson, S. ; Olah, A. ; Stattin, H. - Budimpešta : European Association for Research on Adolescence, 1998, 154-154
Skup
The 6th biennial conference of the European Association for Research on Adolescence
Mjesto i datum
Budimpešta, Mađarska, 03.06.1998. - 07.06.1998
Vrsta sudjelovanja
Poster
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
coping strategies; self concept; anxiety; school achievement
Sažetak
The present study is an attempt to investigate the children's and adolescents' coping responses to a failure experience in school in relation to global self-esteem and anxiety. In the pilot study list of 56 items had been collected in the sample of 75 subjects aged from 10 to 15 years. The items were administered to 371 elementary school students of the same age (192 girls and 179 boys). Factor analysis of the data produced four coping strategies: Problem solving, Emotional reactions, forgetting and Social support. Internal consistencies were in the 0.66 to 0.81 range. Children with high self-esteem were less likely to cope using emotional reactions than children with lower self-esteem. Highly anxious subjects reported using more emotional reactions, seeking more social support and more problem solving than students with lower level of anxiety. Stepwise multiple regression were performed using gender, class, school achievement, self-esteem and anxiety as predictors, and coping strategies as criteria variables. Emotional reactions were best predicted by self-esteem and anxiety, problem-solving by school achievement and anxiety, forgetting by class and school achievement and social support by school achievemnt and anxiety.
Izvorni jezik
Engleski
Znanstvena područja
Sociologija, Psihologija
