Coping styles and emotional and behavioural problems among Norwegian grade 9 students

Thuen, Elin; Bru, Edvin

doi:10.1080/003138042000272140

Cited by 23 publications

(32 citation statements)

References 43 publications

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“…Pupils' perception of teachers as emotionally supportive in the form of caring for, appreciating, and liking pupils is vital for developing positive relationships between teachers and pupils. Such positive relationships could promote a feeling of relatedness or belonging in pupils (Thuen, 2007). Malecki and Demaray (2003) found emotional support from teachers to be predictive of pupils' social skills and academic competence.…”

Section: Teachers' Academic Supportmentioning

confidence: 93%

“…Academic support has been found to be related to more success and less frustration, withdrawal, or 'playing up' (Evertson & Emmer, 1982;Thuen, 2007). It helps pupils perform well and thereby increases their academic competence, which contributes to decreases in misbehaviour and increases in on-task behaviour (Roeser, Eccles, & Strobel, 1998;Thuen & Bru, 2000).…”

Section: Teachers' Academic Supportmentioning

confidence: 96%

“…Malecki and Demaray (2003) found emotional support from teachers to be predictive of pupils' social skills and academic competence. Emotional bonds with teachers and school affect pupil motivation, behaviour, and emotional well-being, partly through the effect they have on pupils' engagement during learning activities (Ryan & Deci, 2002;Thuen, 2007). For pupils to perceive their teachers as emotionally supportive is important in order to reduce behavioural problems at school (Thuen, 2007).…”

Section: Teachers' Academic Supportmentioning

confidence: 98%

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Classroom leadership: the effect of a school development programme

Ertesvåg

2009

Educational Psychology

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Section: Teachers' Academic Supportmentioning

confidence: 93%

Section: Teachers' Academic Supportmentioning

confidence: 96%

Section: Teachers' Academic Supportmentioning

confidence: 98%

See 1 more Smart Citation

Classroom leadership: the effect of a school development programme

Ertesvåg

2009

Educational Psychology

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“…Adolescents spend a major portion of their time at school, where they are constantly exposed to school-related stress such as academic standing, examinations, competition and conflict among peers, and relationships with teachers (Fanshawe and Burnett 1999;Thuen and Bru 2004). As self-efficacy is related positively to positive schooling outcomes such as motivation and achievement, more research is needed to address the self-efficacy of adolescents at school.…”

Section: Future Research Directionsmentioning

confidence: 98%

Effects of different evaluative feedback on students’ self-efficacy in learning

Chan

Lam

2008

Instr Sci

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Two studies examined the effects of four types of teachers' evaluative feedback on Chinese students' self-efficacy in English vocabulary acquisition. In Study 1, a random sample of Grade 8 students (N = 79) learned prefixes and received either formative or summative feedback after failure in test. The results showed that students who received summative feedback showed a larger decrease in their self-efficacy than those who received formative feedback. In Study 2, a random sample of Grade 7 students (N = 77) went through similar procedures as in Study 1 except that students received either selfreferenced or norm-referenced feedback. The results showed that self-referenced feedback was more beneficial to students' self-efficacy than norm-referenced feedback. The influences of teachers' evaluation and feedback on students' self-efficacy are discussed.

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“…In a study among healthy adolescents, Thuen and Bru (25) suggest that although self-blame might stimulate adolescents' responsibility taking, too much self-blame might be linked to internalization of emotional problems. Subjects who set higher standards might also have a tendency to be dissatisfied with their own efforts.…”

Section: Statistical Analysesmentioning

confidence: 99%

The Coping Styles of Adolescents With Type 1 Diabetes Are Associated With Degree of Metabolic Control

et al. 2004

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OBJECTIVE -To systematically study the various coping styles in a population-based sample of adolescents with type 1 diabetes, exploring the association of different coping styles with metabolic control and adolescent self-reported diabetes-related quality of life.RESEARCH DESIGN AND METHODS -Of a total population of 116 adolescents with type 1 diabetes (age 13-18 years), 103 (89%) participated in the study, completing a questionnaire to obtain information on coping styles and perception of diabetes-specific quality of life. The mean age (ϮSD) was 14.9 Ϯ 1.6 years, diabetes duration 7.1 Ϯ 3.8 years, HbA 1c 9.4 Ϯ 1.6%, and male-to-female ratio 52:51.RESULTS -There was a significant correlation between higher HbA 1c values and higher degree of mental (r ϭ 0.25, P Ͻ 0.05) and behavioral (r ϭ 0.33, P Ͻ 0.01) disengagement and aggressive coping (r ϭ 0.33, P Ͻ 0.01). Stepwise multiple regression analyses indicated that greater use of aggressive coping (P Ͻ 0.05) and behavioral disengagement (P Ͻ 0.05) were significantly related to increase in HbA 1c . Greater use of active coping (P Ͻ 0.05) was significantly related to a decrease in HbA 1c . Partial correlation analysis showed that lower scores on diabetes-specific quality of life were significantly related to greater use of emotion-focused coping (r ϭ Ϫ0.22 to Ϫ0.49). Stepwise multiple regression analyses showed that greater use of mental disengagement was significantly related to lower degree of perceived diabetes-related impact.CONCLUSIONS -Poor metabolic control and lower degree of diabetes-related quality of life are associated with greater use of emotion-focused coping in adolescents with type 1 diabetes.

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Coping styles and emotional and behavioural problems among Norwegian grade 9 students

Cited by 23 publications

References 43 publications

Classroom leadership: the effect of a school development programme

Classroom leadership: the effect of a school development programme

Effects of different evaluative feedback on students’ self-efficacy in learning

The Coping Styles of Adolescents With Type 1 Diabetes Are Associated With Degree of Metabolic Control

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