The DOI matches its Crossref record; 95 of the 95 references it cites were found in a registry or an index.
Review: The development of coping across childhood and adolescence: An integrative review and critique of research
Abstract
Despite consensus that development shapes every aspect of coping, studies of age differences in coping have proven difficult to integrate, primarily because they examine largely unselected age groups, and utilize overlapping coping categories. A developmental framework was used to organize 58 studies of coping involving over 250 age comparisons or correlations with age. The framework was based on (1) conceptualizations of coping as regulation to suggest ages at which coping should show developmental shifts (Skinner & Zimmer-Gembeck, 2009), and (2) notions of hierarchical families to clarify which coping categories should be distinguished at each age (Skinner, Edge, Altman, & Sherwood, 2003). Developmental patterns in coping (e.g., problem-solving, distraction, support-seeking, escape) were scrutinized with a focus on common age shifts. Two kinds of age trends were discerned, one reflecting increases in coping capacities, as seen in support-seeking (from reliance on adults to more self-reliance), problem-solving (from instrumental action to planful problem-solving), and distraction (adding cognitive to behavioural strategies); and one reflecting improvements in the deployment of different coping strategies according to which ones are most effective in dealing with specific kinds of stressors. Results were used to formulate guidelines for future research on the development of coping.
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Cited by
Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017) · Psychological Bulletin · doi:10.1037/bul0000110 · Cited by 1,555
“This is attributable in part to inconsistencies in the measurement of coping across ages and studies, and in part because research has not been designed for the specific purpose of examining coping development (Skinner & Zimmer-Gembeck, 2007; Zimmer-Gembeck & Skinner, 2011).”
BackgroundMethodInfluentialDevelopmental Dynamics of Student Engagement, Coping, and Everyday Resilience
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The structure of common emotion regulation strategies: A meta-analytic examination
Naragon-Gainey, K., McMahon, T. P., & Chacko, T. P. (2017) · Psychological Bulletin · doi:10.1037/bul0000093 · Cited by 588
Metadata
- Authors
- Zimmer-Gembeck, M. J., & Skinner, E. A.
- Venue
- International Journal of Behavioral Development
- Publisher
- SAGE Publications
- Published
- 2010-12-21
- Volume
- 35
- Issue
- 1
- Pages
- 1-17
- ISSN
- 0165-0254 (ISSN-L)
- 1464-0651
- OpenAlex
- W2171188291
- Cited by
- 631
- References
- 95
- FWCI
- 15.93
- Type
- journal article
- Language
- en
- Open access
- closed
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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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