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1.
Three models of the relations of coping efficacy, coping, and psychological problems of children of divorce were investigated. A structural equation model using cross-sectional data of 356 nine- to twelve-year-old children of divorce yielded results that supported coping efficacy as a mediator of the relations between both active coping and avoiding coping and psychological problems. In a prospective longitudinal model with a subsample of 162 of these children, support was found for Time 2 coping efficacy as a mediator of the relations between Time 1 active coping and Time 2 internalizing of problems. Individual growth curve models over four waves also found support for coping efficacy as a mediator of the relations between active coping and psychological problems. No support was found for alternative models of coping as a mediator of the relations between efficacy and symptoms or for coping efficacy as a moderator of the relations between coping and symptoms. 相似文献
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This longitudinal study examined the association between Chinese children’s coping strategies and depressive symptoms within the context of the transition from preschool to primary school in Hong Kong. Research Findings: Principal component analyses of children’s strategies for coping with stress during the transition to school revealed three factors: negative coping, positive coping, and distraction. Children’s strategies were moderately stable over time, but the relationship between coping and depressive symptoms differed for boys and girls. Girls’ positive coping strategies at Time 1 predicted fewer depressive symptoms at Time 2, whereas girls’ use of distraction positively predicted later depressive symptoms. Boys’ depressive symptoms at Time 1 predicted negative coping strategies at Time 2. The present findings show that distraction may not always be an effective way to help young children reduce depressive symptoms, and that coping strategies may have a greater impact on reducing later depression risk for girls than for boys. Practice or Policy: Implications for future studies and practices are discussed at the end of this paper. This study provides information for educators and government and non-government organizations in developing programs to help children with effective coping strategies during their first year at school. 相似文献
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Relations of parenting and temperament to Chinese children's experience of negative life events, coping efficacy, and externalizing problems 总被引：1，自引：0，他引：1
The relations of parenting and temperament (effortful control and anger/frustration) to children's externalizing problems were examined in a 3.8-year longitudinal study of 425 native Chinese children (6–9 years) from Beijing. Children's experience of negative life events and coping efficacy were examined as mediators in the parenting- and temperament-externalizing relations. Parents reported on their own parenting. Parents and teachers rated temperament. Children reported on negative life events and coping efficacy. Parents, teachers, children, or peers rated children's externalizing problems. Authoritative and authoritarian parenting and anger/frustration uniquely predicted externalizing problems. The relation between authoritarian parenting and externalizing was mediated by children's coping efficacy and negative school events. The results suggest there is some cross-cultural universality in the developmental pathways for externalizing problems. 相似文献
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Developmental changes in children's awareness of strategies for coping with uncontrollable stress 总被引：6，自引：1，他引：6
Children at 3 age levels (5-6 1/2, 7 1/2-9, and 10-12 years) were interviewed to determine their spontaneous suggestions of coping strategies designed to manage frustration caused by waiting for a desired object (positive valence) and fear caused by waiting for an unpleasant event (negative valence) in uncontrollable situations. Subjects' responses were grouped into categories based on coping techniques discussed in the adult coping literature on a continuum from approach to avoidance techniques. The avoidance tactics, the main focus of interest, were further divided into 4 distinct forms. In contrast to investigations of children's coping in more controllable situations, approach strategies were very infrequently mentioned. An age increase was found in the proportion of cognitive distraction strategies suggested, but behavioral distraction strategies were most frequently suggested by children at all age levels and did not differ significantly across age. The developmental differences were particularly evident for the negative valence scenarios and, within the negative valence scenarios, for the story likely to be the most stressful to young children--getting a shot. The results are discussed in terms of possible reasons for age differences in cognitive but not behavioral distraction and their implications for children's ability to cope with uncontrollable stress. 相似文献
6.
Hallgeir Halvari Knut Skjesol Tor Egil Bagøien 《Scandinavian Journal of Educational Research》2013,57(1):79-104
The present research tested the longitudinal relations over a school‐year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students’ mastery goals measured early in the school‐year (Time 1) predicted all five physical education outcomes one year later (Time 2), controlling for physical education outcomes at Time 1. Two structural equation change models of climates and goals were also tested: (1) change in mastery climate predicted positively change in mastery goals, which positively predicted physical education outcomes after one year; and (2) distinct performance climate sub‐factors, namely changes in normative praise and negative emotional tune, predicted positive changes in performance‐approach, and performance‐avoidance goals, respectively. In turn, change in performance‐approach goals predicted positively, and change in performance‐avoidance goals predicted negatively, the PE outcomes after one year. 相似文献
7.
Sarah Bal Geert Crombez Ilse De Bourdeaudhuij Paulette Van Oost 《Child abuse & neglect》2009,33(10):717-727
ObjectiveThe present study examined possible explanations for symptom development and variability in sexually abused adolescents. A theoretical model of sexual abuse, in which appraisal, coping and crisis support play prominent roles, was tested in a clinical group of 100 sexually abused adolescents.MethodParticipants, aged 12–18 years, completed questionnaires regarding severity of abuse, negative appraisals, crisis support, coping strategies, and trauma-related stress symptoms.ResultsSince severity of abuse had no influence on the association between appraisals and symptoms it was eliminated from our model. Structural equation modeling analyses showed a significant interrelationship between the examined concepts. Adolescents who appraised the abuse as more threatening showed more internalizing and externalizing trauma symptoms. Moreover, more negative appraisals were associated with more avoidance as well as with more active coping strategies. Direct crisis support was associated with less negative appraisals and with the use of more active coping strategies.ConclusionsThe study showed that especially the buffering role of crisis support and the role of negative appraisals explained symptom development and variety in sexually abused adolescents.Practice implicationsAdaptation to sexual abuse includes the ways in which adolescents perceive the event as threatening and harmful, how they cope with the abusive experience, and how they receive direct support from their family. Clinicians, therefore, need to expand the focus of their assessments beyond age- and trauma-specific symptoms, to age- and trauma-specific appraisals, coping, and social support. The assessment of these factors should take place as soon as possible after the disclosure of the abuse. Individualized treatment plans and clinical interventions need to be based on these personal and environmental variables, rather than reliance on the influence of abuse-related characteristics, such as the severity or type of abuse. 相似文献
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This study examined whether children's cognitive appraisal biases moderate the impact of stressful divorce-related events on psychological adjustment in 355 children ages 9 to 12, whose families had experienced divorce within the past 2 years. Multiple regression indicated that endorsement of negative cognitive errors for hypothetical divorce events moderates the relations between stressful divorce events and self- and maternal reports of internalizing and externalizing symptoms, but only for older children. Positive illusions buffer the effects of stressful divorce events on child-reported depression and mother-reported externalizing problems. Implications of these results for theories of stress and coping, as well as for interventions for children of divorced families, are discussed. 相似文献
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Research connecting children's understanding of mental states to their peer relations at school remains scarce. Previous work by the authors demonstrated that children's understanding of mental states in the context of a faux pas--a social blunder involving unintentional insult--is associated with concurrent peer rejection. The present report describes a longitudinal follow-up investigation of 210 children from the original sample, aged 5-6 or 8-9 years at Time 1. The results support a bidirectional model suggesting that peer rejection may impair the acquisition of faux pas understanding, and also that, among older children, difficulties in understanding faux pas predict increased peer rejection. These findings highlight the important and complex associations between social understanding and peer relations during childhood. 相似文献
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Structural equation modeling was used to compare 6 competing theoretically based psychosocial models of the longitudinal association between life stressors and depressive symptoms in a sample of early adolescents ( N = 907; 40% Hispanic, 32% Black, and 19% White; mean age at Time 1 = 11.4 years). Only two models fit the data, both of which included paths modeling the effect of depressive symptoms on stressors recall: The mood-congruent cognitive bias model included only depressive symptoms to life stressors paths (DS→S), whereas the fully transactional model included paths representing both the DS→S and stressors to depressive symptoms (S→DS) effects. Social causation models and the stress generation model did not fit the data. Findings demonstrate the importance of accounting for mood-congruent cognitive bias in stressors–depressive symptoms investigations. 相似文献
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A theoretical model of parental socialization of children's coping behavior is described and tested with 310 elementary school children ( M age = 10.5 years). Mothers and fathers reported on the coping suggestions they made to their children, their own coping strategies, and their perceptions of the family environment. Children reported on their relationships with their parents and on their usual coping behavior. Children's coping efforts were associated with family environment, the quality of the parent-child relationship, parent's own coping, and parent coping suggestions, though these relationships differed by gender and were quite specific. Maternal data were more strongly associated with children's coping than paternal data, and active and support coping were predicted more successfully than avoidance strategies. Analyses supported a model of direct, rather than mediated, effects on children's coping. There was modest support for the interactive effects of maternal coaching and modeling on girls' active coping and boys' avoidant coping. 相似文献
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Guided by the emotional security hypothesis, this research identified (1) individual differences in children's strategies for preserving their emotional security in the interparental relationship, and (2) the psychosocial and family correlates of these individual differences. Study 1 assessed reactivity to parental conflict simulations among 56 school-age children, whereas Study 2 solicited child and mother reports of 170 young adolescents' reactions to actual marital conflict. Cluster analyses in both studies indicated that children fit three profiles: (1) secure children, who showed well-regulated concern and positive representations of interparental relationships; (2) insecure-preoccupied children, who evidenced heightened distress, involvement or avoidance, and negative representations of interparental relationships; and (3) insecure-dismissing children, who displayed overt signs of elevated distress, avoidance, and involvement and low levels of subjective distress, avoidance and intervention impulses, and negative internal representations. Results in both studies indicated that preoccupied and dismissing children experienced more interparental conflict than did secure children, and preoccupied children evidenced the highest levels of internalizing symptoms. Study 2 results indicated that dismissing children had the highest levels of externalizing symptoms and preoccupied and dismissing children reported more coping, family, and personality difficulties than did secure children. 相似文献
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The relation between autonomy support and basic need satisfaction was investigated by applying a longitudinal design at a time interval of two years, and by comparing two different grade level cohorts of students. Participants comprised 1.225 Norwegian students divided by two subsamples (6th and 8th grade level/8th and 10th grade level). The results showed stationary effects of autonomy support and basic need satisfaction, respectively, from Time 1 to Time 2. There was also evidence of a causal effect from T1 to T2 between autonomy support and basic need satisfaction, and reciprocal causation from basic need satisfaction T1 to autonomy support T2. These effects were grade level and gender specific. The present study provided support for longitudinal relations between autonomy support and basic need satisfaction. Autonomy support and basic need satisfaction are both antecedents to and consequences of themselves, also when measured at long term intervals. 相似文献
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OBJECTIVE: The goals of this research are to develop and test a prospective model of attention problems in sexually abused children that includes fixed variables (e.g., gender), trauma, and disclosure-related pathways. METHODS: At Time 1, fixed variables, trauma variables, and stress reactions upon disclosure were assessed in 156 children aged 8-13 years. At the Time 2 follow-up (8-36 months following the initial interview), 56 of the children were assessed for attention problems. RESULTS: A path analysis involving a series of hierarchically nested, ordinary least squares multiple regression analyses indicated two direct paths to attention problems including the child's relationship to the perpetrator (beta=.23) and dissociation measured immediately after disclosure (beta=.53), while controlling for concurrent externalizing behavior (beta=.43). Post-traumatic stress symptoms were only indirectly associated with attention problems via dissociation. Taken together, these pathways accounted for approximately 52% of the variance in attention problems and provided an excellent fit to the data. CONCLUSIONS: Children who report dissociative symptoms upon disclosure of CSA and/or were sexually abused by someone within their family are at an increased risk of developing attention problems. PRACTICE IMPLICATIONS: Findings from this study indicate that children who experienced sexual abuse at an earlier age, by someone within their family, and/or report symptoms of dissociation during disclosure are especially likely to benefit from intervention. Effective interventions should involve (1) providing emotion regulation and coping skills; and (2) helping children to process traumatic aspects of the abuse to reduce the cyclic nature of traumatic reminders leading to unmanageable stress and dissociation. 相似文献
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The role of social support in well-being and coping with self-reported stressful events in adolescents 总被引：3，自引：0，他引：3
OBJECTIVE: This study investigated the role that social support plays in well-being and in coping after a stressful event in a group of non-clinical adolescents. Furthermore, this study aimed at replicating the finding that adolescents who reported sexual abuse reported more symptoms and less adequate coping strategies than adolescents who reported another type of stressful event or no stressful episode. METHOD: Eight hundred and twenty adolescents between 12 and 18 years of age filled out questionnaires assessing social support (Social Support Questionnaire, Sarason, Shearin, Pierce, & Sarason, 1987), trauma-related symptoms (Trauma Symptom Checklist for Children, Briere, 1996), behavior problems (Youth Self-Report, Achenbach, 1991), and coping (How I Cope Under Pressure Scale, Ayers, Sandler, West, & Roosa, 1996). RESULTS: 42% of the adolescents reported a stressful experience, and 4.4% reported sexual abuse. Sexually abused adolescents reported more stress-related symptoms and used more avoidance and fewer support-seeking coping strategies than the other adolescents. The main-effect hypothesis of social support was sustained, but social support did not moderate the relation between a stressful event and coping. Yet, a trend was found suggesting that high support from the family was associated with less avoidance coping and more support-seeking in adolescents who reported a non-sexually abusive, stressful event. CONCLUSIONS: Our findings show that a highly perceived availability of social support is directly associated with fewer trauma-related symptoms, especially in adolescents who are non-sexually abused. For adolescents who reported a sexual or another type of stressful event, social support did not play a different role in coping. 相似文献
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Exposure to war and ongoing political violence increases mental health risks among children, especially in terms of posttraumatic stress disorder (PTSD), and depressive or somatic symptoms. However, an exclusive focus on negative functioning can lead to underestimating the coping abilities and natural potential for adjusting to trauma of war-affected children at different developmental phases. Using structural equation modelling, we tested the extent to which data gathered in a predominantly nonclinical sample of Palestinian children (N = 1276) living in refugee camps supported a conceptual model in which the relationship between subjective wellbeing and the effects of trauma is mainly top-down in direction. The cross-sectional design adopted showed that feelings of life satisfaction contributed to better affect balance in children (aged 6–11 years), which in turn, mitigated the impact of traumatic events. These findings point up the importance of dimensions of subjective well-being in children involved in traumatic events and may inspire intervention and treatment focused on the ability to activate positive emotions as a crucial resource for dealing with traumatic reactions. 相似文献
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This study tested the longitudinal association between perceptions of racial discrimination and racial identity among a sample of 219 African American adolescents, aged 14 to 18. Structural equation modeling was used to test relations between perceptions of racial discrimination and racial identity dimensions, namely, racial centrality, private regard, and public regard at 3 time points. The results indicated that perceived racial discrimination at Time 1 was negatively linked to public regard at Time 2. Nested analyses using age were conducted, and perceptions of racial discrimination at Time 2 were negatively linked to private regard at Time 3 among older adolescents. The findings imply that perceived racial discrimination is linked to negative views that the broader society has of African Americans. 相似文献
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The purpose of the present study was to examine whether indirect aggression was distinct from physical aggression across developmental periods. Participants were 3,089 Canadian children aged 4 to 7 years (Time 1), 6 to 9 years (Time 2), and 8 to 11 years (Time 3). Confirmatory factor analysis using an accelerated longitudinal design confirmed a 2-factor model that was stable across cohorts, time, and sex. The longitudinal predictive links between indirect and physical aggression were also examined in a path analysis. Findings did not support the notion that maturation is associated with changes in the ways children aggress but rather suggest that children are consistent in the type of aggression they use over time, whether it be indirect or physical. 相似文献
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Xiao Zhang 《Early education and development》2013,24(7):956-969
Research Findings: Based on a short-term longitudinal sample of Chinese children, the present study examined the role of symptoms of anxiety and social withdrawal in dependency on teachers during the transition to nursery care. Children's dependency on their teachers was assessed first at 3 months after nursery entry (Time 1) and then at the end of the nursery year (Time 2). Symptoms of anxiety and social withdrawal were assessed at Time 1. The results showed that more symptoms of anxiety were associated with more dependency on teachers at Time 1 and more rank-order increases in dependency from Time 1 to Time 2. In contrast, more symptoms of social withdrawal were associated with less dependency at Time 1 and more rank-order decreases in dependency from Time 1 to Time 2. Practice or Policy: Implications for parents, teachers, and educational psychologists are discussed. 相似文献
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Phonological difficulties characterize children with developmental dyslexia across languages, but whether impaired auditory processing underlies these phonological difficulties is debated. Here the causal question is addressed by exploring whether individual differences in sensory processing predict the development of phonological awareness in 86 English-speaking lower- and middle-class children aged 8 years in 2005 who had dyslexia, or were age-matched typically developing children, some with exceptional reading/high IQ. The predictive relations between auditory processing and phonological development are robust for this sample even when phonological awareness at Time 1 (the autoregressor) is controlled. High reading/IQ does not much impact these relations. The data suggest that basic sensory abilities are significant longitudinal predictors of growth in phonological awareness in children. 相似文献