Childhood Stressors and Coping Actions: A Comparison of Children and Parents’ Perspectives

Bagdi, Aparna; Pfister, Ilka K.

doi:10.1007/s10566-005-9001-8

Cited by 17 publications

(7 citation statements)

References 14 publications

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“…To help children become more resilient, educators and parents must have a realistic perspective of everyday school life; however, disconnect exists between what students are experiencing and what adults believe students are experiencing. For example, children tend to report greater stress across school situations (e.g., discipline, performance, peer conflict) than do teachers and parents (Anderson & Jimerson, ; Anderson, Jimerson, & Whipple, ; Bagdi & Pfister, ). With more life experience behind them, adults may be quick to regard elementary school as a “stress‐free” time; however, researchers (Compas et al., ; Kostenius & Öhrling, ) and nonprofit organizations such as UNICEF (Lansdown, ) state that adults must do a better job of listening to young people.…”

mentioning

confidence: 99%

Understanding Student Stress and Coping in Elementary School: A Mixed-Method, Longitudinal Study

Sotardi

2016

Psychol. Schs.

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This mixed‐method, longitudinal study examined daily school stress and coping strategies of elementary schoolchildren in the United States. Students (n = 65) between the ages of 7 and 11 years reported daily school stress measures for 8 weeks and completed individual stress and coping interviews. Results highlight critical relations between students’ exposure to daily stress at school, their stress appraisals and future expectations, and usage of coping strategies. Students reported limited preparedness in their ability to cope with daily stress in socially appropriate, effective ways; their accounts may have valuable implications for academic success and personal well‐being. Recommendations for educational practice and future research are discussed.

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mentioning

confidence: 99%

Understanding Student Stress and Coping in Elementary School: A Mixed-Method, Longitudinal Study

Sotardi

2016

Psychol. Schs.

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“…Recent studies indicate that people tend to use both problem-focused and emotionfocused coping strategies during real-life stress (e.g. Bagdi & Pfister, 2006;Tate, van den Berg, Hansen, Kochman, & Sikkema, 2006), and a variety of coping styles is identified in this literature (e.g. Bonanno, 2004;Gore-Felton et al, 2006).…”

Section: Stress and Copingmentioning

confidence: 99%

Resilient Coping

Hopwood

Treloar

2008

J Health Psychol

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Social marginalization is associated with poor health outcomes for affected people. However, in a psychosocial study of treatment for hepatitis C infection conducted in Sydney, Australia, participants living in socially disadvantaged circumstances applied adaptive approaches learned from past experiences of drug dependence, living with symptoms of chronic illness, coping with depression and childhood sexual abuse to enable them to cope with severe treatment-related side-effects. This finding has implications for the clinical management of hepatitis C treatment; the factors and processes that facilitate adaptive coping to adversity associated with social marginalization can be assessed for their clinical contribution to coping with an arduous regimen.

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“…Also, Quartier and Rossier (2008) reported small correlations of parents’ judgments with their Children’s descriptions of personality factors, such as extraversion, responsibility, and emotional stability. Bagdi and Pfister (2006) reported parents underestimate their Children’s level of stress. Another study that found parents were overly optimistic concerning their Children’s behavior, revealing that parents tend to overlook some of their Children’s behavioral issues ( Seiffge-Krenke and Kollmar, 1998 ).…”

Section: Introductionmentioning

confidence: 99%

How Accurately Can Parents Judge Their Children’s Boredom in School?

et al. 2016

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The purpose of the present study was to explore what parents know about their Children’s boredom in school; specifically, the frequency, intensity, and antecedents of their Children’s boredom, as well as how they cope with boredom. A questionnaire was administered to 437 grade 9 students (54% female, Mage = 14.82) and their parents (72% mothers, 14% fathers, 12% both parents, Mage = 45.26) measuring variables related to students boredom in mathematics class. Three different measurements were used to evaluate the accuracy of parents’ judgments: (1) the correlation between parents’ and students’ answers, (2) the mean differences between parents’ and students’ answers, and (3) the mean values of absolute differences of parents’ and students’ answers. The results suggest that parents generally have an informed knowledge about their child’s boredom and related facets. This is reflected by a mean correlation of medium size ( = 0.34) and a small mean effect size of the difference between parents’ and students’ judgments over all items ( = 0.20). Parents are also substantially better in judging their Children’s boredom compared to guessing for all variables (mean effect size of = 0.65). They had the most precise judgments for the frequency and intensity of boredom. The antecedents of boredom (e.g., characteristics of instruction) were also well estimated by parents; specifically, parents tend to have a bias in favor for their children evidenced by overestimating antecedents that cannot be influenced by the students and underestimating those that can be influenced by the students. The least concordance was found between parents’ and Children’s perception of boredom coping strategies (e.g., accepting boredom), implying that parents lack information about how their children intentionally cope with boredom. Implications for research on student boredom are discussed as well as practical applications involving parents in boredom prevention.

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Childhood Stressors and Coping Actions: A Comparison of Children and Parents’ Perspectives

Cited by 17 publications

References 14 publications

Understanding Student Stress and Coping in Elementary School: A Mixed-Method, Longitudinal Study

Understanding Student Stress and Coping in Elementary School: A Mixed-Method, Longitudinal Study

Resilient Coping

How Accurately Can Parents Judge Their Children’s Boredom in School?

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