How do children cope with school failure? A study of social/emotional factors related to children's coping strategies

Mantzicopoulos, Panayota

doi:10.1002/(sici)1520-6807(199707)34:3<229::aid-pits5>3.0.co;2-j

Cited by 26 publications

(27 citation statements)

References 17 publications

(26 reference statements)

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“…According to Harber,31 the massive process of transformation from apartheid education to a democratic and inclusive structure has undermined networks of authoritarian power, but has not yet been fully replaced with systems of democratic management in schools. Further, high academic stress, 32 interracial tensions, crime and sexual violence, 33 lack of positive role models and supportive relationships, 34 rigid and patriarchal school culture, 35 and poor prospects of job employment in the larger South African economy 36 can be seen as contributing to the generation of marginalized and alienated school-going adolescents.…”

Section: Discussionmentioning

confidence: 99%

Associations Between Perceptions of School Connectedness and Adolescent Health Risk Behaviors in South African High School Learners

Govender¹,

Naicker²,

Meyer-Weitz³

et al. 2013

Journal of School Health

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Section: Discussionmentioning

confidence: 99%

Associations Between Perceptions of School Connectedness and Adolescent Health Risk Behaviors in South African High School Learners

Govender¹,

Naicker²,

Meyer-Weitz³

et al. 2013

Journal of School Health

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“…Conversely, those who make external attributions are likely to experience strong, aversive emotional states that impede the self‐regulatory process. Findings from the education literature provided evidence of these general patterns; however, to our knowledge, few have explored possible mediating effects (Mantzicopoulos, 1997; Turner et al, 1998).…”

Section: Discussionmentioning

confidence: 99%

Motivational Orientation, Error Monitoring, and Academic Performance in Middle Childhood: A Behavioral and Electrophysiological Investigation

Fisher

Marshall

Nanayakkara

2009

Mind Brain and Education

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ABSTRACT— Previous research suggests that academic motivation orientation relates to students’ causal interpretations about academic outcomes and their emotional reactions to those outcomes. The current study examines how student motivation may relate to certain neurophysiological systems that are thought to underlie the processing of successes and failures. In the cognitive neuroscience literature, the error‐related negativity (ERN) in the event‐related potential has been associated with error processing and the degree of an individual’s emotional investment in his or her performance. The current study examined the relation between academic motivational characteristics and ERN amplitude during a speeded reaction time task in 3rd‐ to 5th‐grade students (n = 17). Intrinsically oriented students displayed larger amplitude ERN responses and made more internally directed attributions about their task performance. The findings suggest that students with high intrinsic orientation attribute performance to personal control and that their error‐monitoring system is more strongly engaged by performance errors.

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“…Here, too, this relationship may be mediated by a change in coping responses from productive to nonproductive coping. Similarly, there is conclusive evidence that nonproductive coping is associated with emotional impairment, behavioral problems, and lower grades among high school students (Cooper, Wood, Orcutt, & Albino, 2003;Mantzicopoulos, 1997;Thuen & Bru, 2004). Presumably, some students may be inclined to employ nonproductive coping strategies in school because they have a longer history of school failure or have traits that foster the adoption of nonproductive coping strategies (e.g., high neuroticism or low mood regulation expectancies).…”

Section: Discussionmentioning

confidence: 99%

Coping With Unemployment: Relationships Between Duration of Unemployment, Coping Styles, and Subjective Well‐Being

Langens

Mose

2006

J Appl Biobehavioral Res

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The present study examined whether the association between duration of unemployment and impairment in emotional and physical well‐being is mediated by a change in the general pattern of coping responses. A cross‐sectional study with 119 unemployed participants found that (1) duration of unemployment is associated with a decrease in productive coping and an increase in nonproductive coping and that (2) the association between duration of unemployment and somatic complaints is mediated by an increase in nonproductive coping. Further results showed that neuroticism and mood regulation expectancies were meaningfully related to productive and nonproductive coping. These results are discussed within the framework of theories of self‐regulation.

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How do children cope with school failure? A study of social/emotional factors related to children's coping strategies

Cited by 26 publications

References 17 publications

Associations Between Perceptions of School Connectedness and Adolescent Health Risk Behaviors in South African High School Learners

Associations Between Perceptions of School Connectedness and Adolescent Health Risk Behaviors in South African High School Learners

Motivational Orientation, Error Monitoring, and Academic Performance in Middle Childhood: A Behavioral and Electrophysiological Investigation

Coping With Unemployment: Relationships Between Duration of Unemployment, Coping Styles, and Subjective Well‐Being

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