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
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“motivational factors and mindfulness promote self-regulation of learning [31, 52] and self-regulation of academic stress [24, 40, 53].”
Citations
Cites
Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210
Intrinsic Motivation and Self-Determination in Human Behavior
Deci, E. L., & Ryan, R. M. (1985) · doi:10.1007/978-1-4899-2271-7 · Cited by 26,772
Intrinsic Motivation and Self-Determination in Human Behavior
Miller, K. A. J., Deci, E. L., & Ryan, R. M. (1988) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2070638 · Cited by 15,406
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581
Mindset: The New Psychology of Success
(2006) · Choice Reviews Online · doi:10.5860/choice.44-2397 · Cited by 7,804
-Handbook of Self-Determination Research by Edward L. Deci and Richard M. Ryan (Editors)
Paulson, D. S. (2002) · The Journal of mind and behavior · Cited by 5,171
Handbook of Competence and Motivation
Elliot, A. J., & Dweck, C. S. (2013) · Cited by 4,671
Handbook of Self-Determination Research
Deci, E. L., & Ryan, R. M. (2004) · Cited by 4,528
Perceived locus of causality and internalization: Examining reasons for acting in two domains.
Ryan, R. M., & Connell, J. P. (1989) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.57.5.749 · Cited by 3,311
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001) · Psychological Bulletin · doi:10.1037/0033-2909.127.1.87 · Cited by 3,277
Handbook of Research on Student Engagement
(2012) · doi:10.1007/978-1-4614-2018-7 · Cited by 3,050
Sense of relatedness as a factor in children's academic engagement and performance.
Furrer, C. J., & Skinner, E. A. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.1.148 · Cited by 2,730
Self-citationSkinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003) · Psychological Bulletin · doi:10.1037/0033-2909.129.2.216 · Cited by 2,639
Self-citationHandbook of Motivation at School
Wentzel, K. R., & Wigfield, A. (2009) · Routledge eBooks · doi:10.4324/9780203879498 · Cited by 2,516
Students' Need for Belonging in the School Community
Osterman, K. F. (2000) · Review of Educational Research · doi:10.3102/00346543070003323 · Cited by 2,498 · cited 2×
“Programs of research document the connection between each of these appraisals and students’ intrinsic motivation, valuing, achievement, and engagement versus disaffection in school (Elliot & Dweck, 2005; Osterman, 2000; Su & Reeve, 2011).”
BackgroundEngagement and disaffection in the classroom: Part of a larger motivational dynamic?
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008) · Journal of Educational Psychology · doi:10.1037/a0012840 · Cited by 2,037
Self-citationApproach, avoidance, and coping with stress.
Roth, S., & Cohen, L. J. (1986) · American Psychologist · doi:10.1037/0003-066x.41.7.813 · Cited by 1,882
(1991) · Cited by 1,876
Monographs of the Society for Research in Child Development
Ash, M. J., & Torres, J. L. (2008) · Encyclopedia of Special Education · doi:10.1002/9780470373699.speced1386 · Cited by 1,842
A stitch in time: Self-regulation and proactive coping.
Aspinwall, L. G., & Taylor, S. E. (1997) · Psychological Bulletin · doi:10.1037/0033-2909.121.3.417 · Cited by 1,790
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009) · Educational and Psychological Measurement · doi:10.1177/0013164408323233 · Cited by 1,587
Self-citationDevelopmental Dynamics of Student Engagement, Coping, and Everyday Resilience
Skinner, E. A., & Pitzer, J. R. (2012) · Springer eBooks · doi:10.1007/978-1-4614-2018-7_2 · Cited by 1,378
Self-citationResponses to stress in adolescence: Measurement of coping and involuntary stress responses.
Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Thomsen, A. H., & Saltzman, H. (2000) · Journal of Consulting and Clinical Psychology · doi:10.1037/0022-006x.68.6.976 · Cited by 1,241
Skinner, E. A., & Zimmer-Gembeck, M. J. (2007) · Annual Review of Psychology · doi:10.1146/annurev.psych.58.110405.085705 · Cited by 997
Self-citationA Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy
Su, Y.-L., & Reeve, J. (2011) · Educational Psychology Review · doi:10.1007/s10648-010-9142-7 · Cited by 924
Zimmer‐Gembeck, M. J., & Skinner, E. A. (2010) · International Journal of Behavioral Development · doi:10.1177/0165025410384923 · Cited by 725
Self-citationAyers, T. S., Sandler, I., West, S., & Roosa, M. (1996) · Journal of Personality · doi:10.1111/j.1467-6494.1996.tb00949.x · Cited by 693
Martin, A. J., & Marsh, H. W. (2009) · Oxford Review of Education · doi:10.1080/03054980902934639 · Cited by 641
Development of a Self-Report Coping Measure for Elementary School Children
Causey, D. L., & Dubow, E. (1992) · Journal of Clinical Child Psychology · doi:10.1207/s15374424jccp2101_8 · Cited by 567
Stress, Coping, and Relationships in Adolescence
Seiffge-Krenke, I. (1995) · Psychology Press eBooks · doi:10.4324/9780203773123 · Cited by 485
Avoiding Seeking Help in the Classroom: Who and Why?
Ryan, A. M., Pintrich, P. R., & Midgley, C. (2001) · Educational Psychology Review · doi:10.1023/a:1009013420053 · Cited by 419
Secondary control reviewed and defined.
Morling, B., & Evered, S. (2006) · Psychological Bulletin · doi:10.1037/0033-2909.132.2.269 · Cited by 383
Being Concerned With Well-Being and With Learning
Boekaerts, M. (1993) · Educational Psychologist · doi:10.1207/s15326985ep2802_4 · Cited by 359
Handbook of children's coping: linking theory and intervention
(1998) · Choice Reviews Online · doi:10.5860/choice.35-4190 · Cited by 338
Newman, R. S. (2000) · Developmental Review · doi:10.1006/drev.1999.0502 · Cited by 329
A developmental meta-analysis of peer conflict resolution
Laursen, B., Finkelstein, B. D., & Betts, N. T. (2001) · Developmental Review · doi:10.1006/drev.2000.0531 · Cited by 263
Personal, Situational, and Contextual Correlates of Coping in Adolescence
Ebata, A. T., & Moos, R. H. (1994) · Journal of Research on Adolescence · doi:10.1207/s15327795jra0401_6 · Cited by 225
Ryan, A. M., Patrick, H., & Shim, S. S. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.2.275 · Cited by 224
Developmental Changes in Children's Cognition to Stressful and Painful Situations
Brown, J. M., O'Keeffe, J., Sanders, S. H., & Baker, B. (1986) · Journal of Pediatric Psychology · doi:10.1093/jpepsy/11.3.343 · Cited by 190
Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty
Stöber, J. (2004) · Anxiety Stress & Coping · doi:10.1080/10615800412331292615 · Cited by 190
Common problems and coping strategies reported in childhood and early adolescence
Spirito, A., Stark, L. J., Grace, N. C., & Stamoulis, D. T. (1991) · Journal of Youth and Adolescence · doi:10.1007/bf01540636 · Cited by 145
Children’s Coping in the Academic Domain
Skinner, E. A., & Wellborn, J. G. (1997) · Issues in clinical child psychology · doi:10.1007/978-1-4757-2677-0_14 · Cited by 126
Self-citationConcomitants of failure to cope: What we should teach adolescents about coping
Lewis, R., & Frydenberg, E. (2002) · British Journal of Educational Psychology · doi:10.1348/000709902320634483 · Cited by 101
Wolchik, S. A., & Sandler, I. N. (1997) · Issues in clinical child psychology · doi:10.1007/978-1-4757-2677-0 · Cited by 82
Coping, regulation, and development during childhood and adolescence
Compas, B. E. (2009) · New Directions for Child and Adolescent Development · doi:10.1002/cd.245 · Cited by 76
Motives to Self-Regulate Learning: A Social Cognitive Account
Zimmerman, B. J., & Cleary, T. J. (2009) · doi:10.4324/9780203879498-18 · Cited by 76
Repeated failure: a source of helplessness or a factor irrelevant to its emergence?
Kofta, M., & Sedek, G. (1989) · Journal of experimental psychology. General · doi:10.1037//0096-3445.118.1.3 · Cited by 55
Tolan, P. H., Guerra, N. G., & Montaini-Klovdahl, L. R. (1997) · Issues in clinical child psychology · doi:10.1007/978-1-4757-2677-0_16 · Cited by 47
How the Study of Regulation Can Inform the Study of Coping
Eisenberg, N., Valiente, C., & Sulik, M. (2009) · New Directions for Child and Adolescent Development · doi:10.1002/cd.244 · Cited by 41
Repeated failure: A source of helplessness or a factor irrelevant to its emergence?
Kofta, M., & Sędek, G. (1989) · Journal of Experimental Psychology General · doi:10.1037/0096-3445.118.1.3 · Cited by 41
A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration
Coleman, M. R. (1992) · journal for the education of the gifted · doi:10.1177/016235329201500304 · Cited by 40
Coping and the development of regulation
Skinner, E. A., & Zimmer‐Gembeck, M. J. (2009) · Cited by 39
Self-citationWhat Young Children Say about Stress and Coping in School
Dickey, J. P., & Henderson, P. A. (1989) · Health Education · doi:10.1080/00970050.1989.10616085 · Cited by 26
Research works printed but not linked: 4
- Connell J. P., 1991, Minnesota Symposium on Child Psychology: Vol. 23. Self processes in development, 43
- Skinner E. A., 2012, Poster presented at the 2012 Biennial Meeting of the Society for Research on Adolescence in Vancouver
- Tero P. F., 1984, Paper presented at the American Educational Research Association New Orleans
- Zimmerman B. J., 2009, Handbook of motivation at school, 247
Cited by
Sorted by citations
The Development of Coping: Implications for Psychopathology and Resilience
Zimmer‐Gembeck, M. J., & Skinner, E. A. (2016) · Wiley eBooks · doi:10.1002/9781119125556.devpsy410 · Cited by 301
Self-citationPredictors of changes in students’ motivational resilience over the school year
Pitzer, J. R., & Skinner, E. A. (2016) · International Journal of Behavioral Development · doi:10.1177/0165025416642051 · Cited by 248
Self-citationProfiles of Psychological Well-being and Coping Strategies among University Students
Freire, C., Ferradás, M. D. M., Valle, A., Núñez, J. C., & Vallejo, G. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.01554 · Cited by 271
Bonneville‐Roussy, A., Evans, P., Verner‐Filion, J., Vallerand, R. J., & Bouffard, T. (2016) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2016.08.003 · Cited by 193
Freire, C., Ferradás, M. D. M., Núñez, J. C., Valle, A., & Vallejo, G. (2018) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph16010048 · Cited by 137
Metadata
- Authors
- Skinner, E., Pitzer, J., & Steele, J.
- Affiliations
- Portland State University (US)
- 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
- 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
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
