Coping Strategies of Adolescents and Educational Environment

Abstract

Objective of the study is to investigate the specifics of coping strategies among the adolescents and the dynamics of their level of optimism in the context of the educational environment. Background. The task of life trajectory designing in a transitive society, high social variability and uncertainty, combined with a high level of pressure from parents and society, is becoming increasingly stressful. Study design. The survey was conducted in educational organizations divided into three groups depending on the position in the rating Of the Moscow Department of education (low, medium, high rating) and the strategy of employees working with the school climate (dealing with the consequences of difficult situations, a mixed strategy, emphasis on prevention). Participants. The study involved 646 adolescents. Measurements. The «Ways of Coping Checklist» by T.L. Krukova and E.V. Kuftyak (2007) and «Life Orientation Test» by T.O. Gordeeva et al. (2010) were used. Results. The results show a number of significant differences in preferred coping strategies. In the third group of schools, strategies such as «problem-solving planning», «positive reappraisal», «taking responsibility», and «self-control» are more often used. In educational organizations of the first group — «confrontation» (among younger adolescent). The optimism of participants from younger to older adolescents increases regardless of the group of the educational organization. Conclusions. Adolescents in different educational environments behave differently in stressful situations, and their preferred behaviors and repertoire differ. It can be assumed that different educational organizations have a different environmental response to adolescent coping behavior, which contributes to the development of different adaptive skills. These results should be taken into account in practical work with both individual adolescents and educational staff.