The Relation between Stressful Life Events and Adjustment in Elementary School Children: The Role of Social Support and Social Problem-Solving Skills

Abstract

This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem-solving skills. Third through fifth graders (N = 361) completed social support and social problem-solving measures. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the children's behavioral and academic adjustment. Hierarchical multiple regressions revealed significant stress-buffering effects for social support and problem-solving skills on teacher-rated behavior problems, that is, higher levels of social support and problem-solving skills moderated the relation between stressful life events and behavior problems. A similar stress-buffering effect was found for problem-solving skills on grade-point average and parent-rated behavior problems. In terms of children's competent behaviors, analyses supported a main effect model of social support and problem-solving. Possible processes accounting for the main and stress-buffering effects are discussed.

The Academic Achievement of African American Students During Early Adolescence: An Examination of Multiple Risk, Promotive, and Protective Factors

“…Although findings are sometimes inconsistent, studies have demonstrated the beneficial effects of social support on children and adolescents' achievement (Cauce, Hannan, & Sargeant, 1992;Dubow & Tisak, 1989;Dubow, Tisak, Causey, Hryshko, & Reid, 1991;Gutman & Midgley, 2000). Studies focusing on the achievement of poor and minority children, in particular, have emphasized the importance of having supportive relationships with teachers, peers, and other adults (e.g., Clark, 1983;Comer, 1980;Rutter, 1979).…”

Social Problem Solving as a Predictor of Well-being in Adolescents and Young Adults

“…A number of studies have shown that social problem solving ability, either by itself, or together with social support, can reduce or minimize the impact of life stress on individuals (Dubow & Tisak, 1989;Dubow, Tisak, Causey, & Hryshko, 1991;D'Zurilla & Sheedy, 1991;Goodman, Gravitt, & Kaslow, 1995). Social problem solving abilities are found to moderate the relationship between negative life stress and measures of distress such as hopelessness (Bonner & Rich, 1988), anxiety (Nezu, 1986a), depressive symptoms (Nezu, 1986b), and behavioral and academic adjustment (Kang & Lee, 1992).…”

Effect of Value Education Program Applied in Life Studies Lesson on Self-Esteem, Social Problem-Solving Skills and Empathy Levels of Students

“…Alternatif çözüm üretme ile özellikle çözüm için engel teşkil edebilecek durumlar tespit edilerek, 286 karşılaşılan problemin çözümüne bir adım daha yaklaşılmaktadır (D'Zurilla ve Nezu, 2010). Bununla birlikte farklı çözümler üretebilme becerisi, problemle karşılaşılan durumlarda stres ile başa çıkabilmeyi kolaylaştırmaktadır (Dubow ve Tisak, 1989;Özgülük ve Erdur Baker, 2010). Bu durumun daha sağlıklı çözümler üretebilmekte büyük bir önem taşıdığı düşünülmektedir.…”