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

The DOI matches its Crossref record; 54 of the 55 references it cites were found in a registry or an index.

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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Research works printed but not linked: 4

  1. Connell J. P., 1991, Minnesota Symposium on Child Psychology: Vol. 23. Self processes in development, 43
  2. Skinner E. A., 2012, Poster presented at the 2012 Biennial Meeting of the Society for Research on Adolescence in Vancouver
  3. Tero P. F., 1984, Paper presented at the American Educational Research Association New Orleans
  4. Zimmerman B. J., 2009, Handbook of motivation at school, 247

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Metadata

Authors
Skinner, E., Pitzer, J., & Steele, J.
Affiliations
Portland State University (US)
ORCID
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 › Developmental and Educational 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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