Assessment and Implications of Coping Styles in Response to a Social Stressor Among Early Adolescents in China

Dados Bibliográficos

ID11670990
AutoresMila Kingsbury (0000-0001-9422-2381, University of Ottawa, Ontario, Canada), Junsheng Liu (0000-0002-6823-0617, Shanghai Normal University, autor correspondente), Robert J Coplan (0000-0003-3696-2108, Carleton University, Ottawa, Ontario, Canada), Xinyin Chen (0000-0002-0952-8659, University of Pennsylvania, Philadelphia, USA), Dan Li (0009-0009-7330-3225, Shanghai Normal University)
Ano2014
Volume36
Fascículo2
Páginas222-250
Data de publicação2014-12-22
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoThe Journal of Early Adolescence (JOURNAL)
Identificadores do periódicoISSN: 0272-4316 • E-ISSN: 1552-5449
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431614561262
OpenAlexW2006954447
IdiomaEN
Citações recebidas7
Referências citadas64

The aims of the present study were to (a) examine the factor structure of the Self-Report Coping Scale in a sample of Chinese early adolescents and (b) explore associations between coping and socioemotional functioning in this sample. Participants were N= 569 elementary school students (307 boys) in Grades 4 to 6. Participants completed a measure of coping in response to an argument with a friend. Students’ functioning across multiple domains was assessed using self, peer, and teacher reports. Results suggested a five-factor model of coping in Chinese early adolescents (problem solving, seeking social support, internalizing, externalizing, distancing). In support of predictions, internalizing and distancing coping were positively related to adjustment indices, whereas seeking social support and problem-solving coping were negatively related to outcomes. Results are discussed in terms of the important role of coping for adolescents’ adjustment across multiple domains and in relation to recent shifts in traditional Chinese cultural values

Coping (psychology · Developmental psychology · Distancing · Socioemotional selectivity theory · Stressor · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Problem Solving Skills Development · Psychology · Social Psychology