Adolescent coping with academic challenges

The role of parental socialization of coping

Bibliographic Data

ID21444005
AuthorsKelly M Tu (0000-0002-9221-7463, Department of Human Development and Family Studies University of Illinois at Urbana‐Champaign USA, corresponding author), Tianying Cai (0000-0003-0770-7044, Department of Human Development and Family Studies University of Illinois at Urbana‐Champaign USA), Xiaomei Li (0000-0002-4449-9611, Department of Human Development and Family Studies University of Illinois at Urbana‐Champaign USA)
Year2020
Volume81
Issue1
Pages27-38
Publication date2020-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Adolescence (JOURNAL)
Journal identifiersISSN: 0140-1971 • E-ISSN: 1095-9254
PublisherWiley (PUBLISHER • GB)
DOI10.1016/j.adolescence.2020.03.008
PMID32289577
OpenAlexW3016179681
LanguageEN
Citations received10
References cited61

INTRODUCTION: How youth cope with academic challenges has important implications for their academic outcomes. The contributions of parental involvement have been relatively well-established; however, few, if any studies have investigated the role of parental socialization of academic coping (i.e., coping suggestions) in shaping youth coping with academic challenges. METHODS: Using a community sample from the United States, we utilized a multi-informant, longitudinal design to investigate the prospective association between parental socialization of academic coping and adolescent coping with academic challenges. Adolescent gender was also examined as a moderator of associations. Participants included 86 two-parent families (54% boys; 38-52% ethnic minorities). At Time 1, mothers and fathers reported on their problem-solving, help-seeking, and disengaged coping suggestions in response to three hypothetical academic challenge scenarios (i.e., forgetting about or performing poorly on an assignment, difficulties managing academic demands). At Times 1 and 2, adolescents reported on their coping strategies (e.g., strategizing, help-seeking, escape) in response to academic challenges. RESULTS: Father-reported problem-focused suggestions were associated with youths' more adaptive coping (e.g., strategizing, help-seeking) over time. Interestingly, father-reported disengaged suggestions were associated with less maladaptive coping over time. Further, adolescent gender moderated associations linking mothers' and fathers' problem-focused suggestions and fathers' help-seeking and disengaged suggestions with adolescent coping over time. CONCLUSIONS: Overall, fathers' coping suggestions were associated with more adaptive coping for girls as compared with boys. Findings highlight the role of parental socialization of coping, particularly fathers' role, in the academic domain.

Coping (psychology) · Coping behavior · Developmental psychology · Ethnic group · Maladaptive coping · Moderation · Socialization · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Parental Involvement in Education · Psychology · Social Psychology

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