Coping With Academic Failure
Gender Differences in Students' Self-Reported Interactions With Family Members and Friends
Bibliographic Data
| ID | 11670602 |
|---|---|
| Authors | Ellen Rydell Altermatt (0000-0002-8245-5126, Hanover College, corresponding author) |
| Year | 2007 |
| Volume | 27 |
| Issue | 4 |
| Pages | 479-508 |
| Publication date | 2007-10-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431607302938 |
| OpenAlex | W2001615579 |
| Language | EN |
| Citations received | 11 |
| References cited | 62 |
This study examined gender differences in the interactions early adolescent students report having with significant others following academic failure and the consequences of these interactions for student worry. The 5th- through 8th-grade students ( N = 297) reported on their general strategies for coping with academic failure, the nature of their everyday interactions with family members and friends following failure, and their levels of academic worry. Gender differences emerged in students' reports of their postfailure interactions and the consequences of these interactions for student worry. The findings are consistent with evidence that girls' interactions are more supportive than boys' interactions but that these seemingly supportive interactions may lead to some negative rather than positive outcomes, including worry
Anxiety · Coping (psychology · Developmental psychology · Psychiatry · Worry · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Educational and Psychological Assessments · Psychology · Social Psychology · Youth Substance Use and School Attendance
Exploring students’ school engagement in relation to migration status and parents’ educational level across diverse school contexts in Finland, Scotland and Sweden
Touch as a Stress Buffer? Gender Differences in Subjective and Physiological Responses to Partner and Stranger Touch
Digital support seeking in adolescent girls
The development of academic coping in children and youth
Beyond simple transmission
Influence of ego resilience on school adaptability among primary school lower-grade children
Face-to-face Contacts, Facebook Connections and Academic Support
How do Young Adolescents Cope With Social Problems? An Examination of Social Goals, Coping With Friends, and Social Adjustment
Perceived Social Support and Academic Achievement
Engaging Latinos in Culturally Specific Educational Programming
The role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners
Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure.
Boys play sport and girls turn to others
Coping with stressful events in older children and young adolescents.
Socialization of Achievement Attitudes and Beliefs
Perceived stress, coping, and adjustment in adolescents
Making the grade but feeling distressed
Co–Rumination in the Friendships of Girls and Boys
The Development of Companionship and Intimacy
Age and Sex Differences in Perceptions of Networks of Personal Relationships
Going beyond social support
"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class.
Peer Interactions, Relationships, and Groups
Socialization of Achievement Attitudes and Beliefs
Development of a Self-Report Coping Measure for Elementary School Children
Comparison of two modes of stress measurement
Race and academic disidentification
Social support as coping assistance
The Socioemotional Costs and Benefits of Social‐Evaluative Concerns
Emotional Health and Positive Versus Negative Social Exchanges
The Implications of Having High‐achieving Versus Low‐achieving Friends
Coping with Family Conflict and Economic Strain
Gender Comparisons in Responsiveness to Others' Evaluations in Achievement Settings
Age and Sex Differences in Early Adolescent's Information Sources
Early Adolescents' Perceptions of Stress
Coping strategies and psychological distress
Social support in high‐risk adolescents
Distinctions between social support concepts, measures, and models
Daily and major life events
Feeling bad
Gender-specific pathways to intimacy in early adolescence
The psychological trade-offs of goal investment
Social support versus companionship
Friendship and friendship quality in middle childhood
Sex differences in learned helplessness
Predicting changes in children's self-perceptions of academic competence
How to feel better when it feels bad
Maternal intrusive support in the academic context
Motivational processes affecting learning
Sex differences in learned helplessness
Capitalizing on and coping with daily-life events
Comparison Behavior in Elementary School Children
Parents' influence on children's achievement-related perceptions
Social pursuit of academics
Perceived parental social support and academic achievement
Invisible support and adjustment to stress
A threat in the air
Help seeking amongst child and adolescent victims of peer-aggression and bullying
Coping with stress during childhood and adolescence
A new perspective on women's math achievement
Gender and the influence of evaluations on self-assessments in achievement settings
Recipient reactions to aid
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,65 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |