The DOI matches its OpenAlex record; 2 of the 2 references it cites were found in a registry or an index.
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.
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Citations
Cites
Stress, social support, and the buffering hypothesis
Cohen, S., & Wills, T. A. (1985) · Psychological Bulletin · doi:10.1037/0033-2909.98.2.310 · Cited by 18,093
Social maladjustment and problem solving in school-aged children.
Richard, B. A., & Dodge, K. A. (1982) · Journal of Consulting and Clinical Psychology · doi:10.1037//0022-006x.50.2.226 · Cited by 276
Cited by
The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work
Luthar, S. S., Cicchetti, D., & Becker, B. (2000) · Child Development · doi:10.1111/1467-8624.00164 · Cited by 9,381
Health psychology: what is an unhealthy environment and how does it get under the skin?
Taylor, S. E., Repetti, R. L., & Seeman, T. (1997) · Annual Review of Psychology · doi:10.1146/annurev.psych.48.1.411 · Cited by 936
Social supports from teachers and peers as predictors of academic and social motivation
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2010.03.002 · Cited by 802
Development of a Self-Report Coping Measure for Elementary School Children
Causey, D. L., & Dubow, E. F. (1992) · Journal of Clinical Child Psychology · doi:10.1207/s15374424jccp2101_8 · Cited by 517
Self-citationGutman, L. M., & Midgley, C. (2000) · Journal of Youth and Adolescence · doi:10.1023/a:1005108700243 · Cited by 485
Metadata
- Authors
- Dubow, E. F., & Tisak, J.
- Venue
- Child Development
- Publisher
- Wiley
- Published
- 1989-12-01
- Volume
- 60
- Issue
- 6
- Pages
- 1412-1423
- ISSN
- 0009-3920 (ISSN-L)
- OpenAlex
- W2024192826
- Cited by
- 229
- References
- 2
- FWCI
- 27.21
- Type
- journal article
- Language
- en
- Open access
- closed
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- Dubow, E. F., & Tisak, J. (1989). The Relation between Stressful Life Events and Adjustment in Elementary School Children: The Role of Social Support and Social Problem-Solving Skills. Child Development. https://doi.org/10.1111/j.1467-8624.1989.tb04013.x
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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