Cognitive Appraisal in Three Forms of Adolescent Maladjustment

Denoff, Martin S.

doi:10.1177/104438948706801001

Cited by 5 publications

(3 citation statements)

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“…adolescence.2004.10.010 effective coping strategies, and high vulnerability to both the physical and psychological effects of stress (Hamburg, 1974). This period is also associated with the use of extremely harmful coping strategies, such as running away, drug use, and even suicide (Denoff, 1987). Thus, determining the manner in which children and adolescents perceive and ultimately experience stress is critical for comprehending the development of psychopathology and physical illness (Connor-Smith, Compas, Wadsworth, Thomsen, & Saltzman, 2000).…”

Section: Article In Pressmentioning

confidence: 99%

Developing and validating a stress appraisal measure for minority adolescents

Rowley¹,

Roesch²,

Jurica³

et al. 2005

Journal of Adolescence

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Although there are a number of measures designed to assess the cognitive appraisal of stress in adult populations, currently there are no measures that are specifically designed to assess this important construct in adolescents. To overcome this limitation, the factorial validity and dimensionality of a dispositional measure of stress appraisal was examined in the current study. Using a multiethnic adolescent sample, both exploratory and confirmatory factor analyses resulted in a three‐factor representation of appraisal. The three factors included two primary appraisal dimensions (Threat and Challenge) and one secondary appraisal dimension (Resources). This three‐factor model, however, is inconsistent with four‐ and six‐factor models found previously in adult samples. Thus, these findings suggest that the cognitive appraisals made by adolescents are less complex or differentiated than those of adults. Moreover, these findings suggest that dispositional measures are relevant for adolescent samples and should be incorporated into stress and coping paradigms.

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Section: Article In Pressmentioning

confidence: 99%

Developing and validating a stress appraisal measure for minority adolescents

Rowley¹,

Roesch²,

Jurica³

et al. 2005

Journal of Adolescence

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“…The role of negative beliefs in emotional and behavioral difficulties is well established. Individuals whose thinking is characterized by negative beliefs are more likely to experience problems such as depression, anxiety, alcoholism, bulimia, Type A personality, and low self‐esteem (Belloch, Morillo, & Garcia‐Soriano, ; Denoff, ; S. Harris, Davies, & Dryden, ; Westra & Kuiper, ). Not surprisingly, negative thinking also appears to be associated with one's ability to make career decisions (Sampson, Peterson, Lenz, Reardon, & Saunders, ).…”

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confidence: 99%

Can Perfectionism Affect Career Development? Exploring Career Thoughts and Self‐Efficacy

Andrews

Bullock-Yowell

Dahlen

et al. 2014

Jour of Counseling & Develop

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This study identified relationships among career‐specific barriers (i.e., perfectionism, negative career thoughts, career decision‐making self‐efficacy) in a sample of 300 college students. The authors found relationships among the constructs of interest, prediction of variance in career decision‐making self‐efficacy, and differences among groups of perfectionists on endorsements of negative career thoughts and career decision‐making self‐efficacy. The findings suggest that interventions addressing maladaptive perfectionism and dysfunctional career thinking may enhance clients’ confidence in decision making.

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“…The motivating effects of increases in positive teacher/pupil interactions is well accepted, particularly when it is acknowledged that LD pupils find it harder to learn social and cognitive problem-solving skills (Hazet 1982). Thought to be maladaptive behaviour such as drug use and runaways, may in fact be coping strategies within those available to the pupil (Denoff, 1987). Coping behaviours are not well understood in relation to pupils' impaired cognitive functioning: 'Coping is defined as a cognitive behavioural effort to master, reduce, or tolerate internal and external demands created by an appraised threat.…”

Section: Concrete Operations V Formal Operational Expectationsmentioning

confidence: 99%

Peer Effects on the Motivation of Adolescents with Learning Difficulties

Burroughs

1989

International Journal of Adolescence and Youth

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Recent research on motivation for academic achievement is reviewed with reference to Learning Disabled adolescents. Increase in peer effects during adolescence is related to the reciprocal relationship between motivation and learning. The implications of impairment or delay in cognitive, social or emotional development are juxtaposed with school expectations of mainstreamed L.D. adolescents. The review concludes by identifying some common elements of effective curricula programs.

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Cognitive Appraisal in Three Forms of Adolescent Maladjustment

Abstract: The author examines adolescent suicide, drug use, and runaway behavior using Lazarus's cognitive theory of stress and coping. Cognitive factors associated with primary appraisal and secondary appraisal are discussed with respect to each of these forms of maladjustment.

Cited by 5 publications

References 0 publications

Developing and validating a stress appraisal measure for minority adolescents

Developing and validating a stress appraisal measure for minority adolescents

Can Perfectionism Affect Career Development? Exploring Career Thoughts and Self‐Efficacy

Peer Effects on the Motivation of Adolescents with Learning Difficulties

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