Coping as Part of Motivational Resilience in School: A Multidimensional Measure of Families, Allocations, and Profiles of Academic Coping

Skinner, Ellen; Pitzer, Jennifer; Steele, Joel

doi:10.1177/0013164413485241

Cited by 121Education, Achievement, and GiftednessStudent Stress and CopingResilience and Mental Health

Coping as Part of Motivational Resilience in School: A Multidimensional Measure of Families, Allocations, and Profiles of Academic Coping

Skinner, Ellen, Pitzer, Jennifer, Steele, Joel·2013·Educational and Psychological Measurement

DOI 10.1177/0013164413485241

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Abstract

A study was designed to examine a multidimensional measure of children’s coping in the academic domain as part of a larger model of motivational resilience. Using items tapping multiple ways of dealing with academic problems, including five adaptive ways (strategizing, help-seeking, comfort-seeking, self-encouragement, and commitment) and six maladaptive ways (confusion, escape, concealment, self-pity, rumination, and projection), analyses of self-reports collected from 1,020 third through sixth graders in fall and spring of the same school year showed that item sets marking each way of coping were generally unidimensional and internally consistent; and confirmatory analyses showed that multidimensional models provided a good fit to the data for both adaptive and maladaptive coping at both time points. Of greatest interest were the connections of these ways of coping to the constructs from a model of motivational resilience. As predicted, adaptive coping was positively correlated with students’ self-system processes of relatedness, competence, and autonomy as well as their ongoing engagement and reengagement, and negatively correlated with their catastrophizing appraisals and emotional reactivity. Maladaptive coping showed the opposite pattern of correlations. The potential utility of the measure, the different scores derived from it, and the role of constructive coping in motivational resilience are discussed.

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Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school?
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Coping as an Essential Process of Everyday Motivational Resilience in School
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Authors: Skinner, E., Pitzer, J., & Steele, J.
Affiliations: Portland State University (US)
ORCID: Skinner, Ellen
Steele, Joel
Venue: Educational and Psychological Measurement
Publisher: SAGE Publications
Published: 2013-04-30
Volume: 73
Issue: 5
Pages: 803-835
ISSN: 0013-1644 (ISSN-L)
1552-3888
DOI: 10.1177/0013164413485241
OpenAlex: W2025368225
Cited by: 121
References: 55
Citations by year: 2026: 10 · 2025: 10 · 2024: 11 · 2023: 18 · 2022: 14 · 2021: 4 · 2020: 11 · 2019: 9 · 2018: 15 · 2017: 2 · 2016: 8 · 2015: 5 · 2014: 2 · 2013: 1
FWCI: 7.21
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Educational and Psychological Measurement (publishedVersion)
Funders: Foundation for the National Institutes of Health
National Institute of Child Health and Human Development
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
Social Sciences › Psychology › Clinical Psychology › Resilience and Mental Health
Keywords: coping, academic coping, adaptive coping, maladaptive coping, self-determination theory, relatedness, competence, autonomy, student engagement, re-engagement, catastrophizing, emotional reactivity, elementary school students

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Coping as Part of Motivational Resilience in School: A Multidimensional Measure of Families, Allocations, and Profiles of Academic Coping

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