Preliminary Study on the Role of Alternative Educational Pathways in Promoting the Use of Problem-Focused Coping Strategies

Autor/inn/en	Shankland, Rebecca; Franca, Lionel Riou; Genolini, Christophe M.; Guelfi, Julien-Daniel; Ionescu, Serban
Titel	Preliminary Study on the Role of Alternative Educational Pathways in Promoting the Use of Problem-Focused Coping Strategies
Quelle	In: European Journal of Psychology of Education, 24 (2009) 4, S.499-512 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Nontraditional Education; Coping; Depression (Psychology); Anxiety; Problem Solving; Comparative Analysis; Stress Management; Educational Environment; Foreign Countries; High School Students; Age Differences; Gender Differences; Place of Residence; Socioeconomic Status; Fathers; Mothers; Employment Level; Emotional Response; Institutional Characteristics; Psychological Patterns; France; Beck Depression Inventory; State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Bewältigung; Angst; Problemlösen; Stressmanagement; Stressbewältigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Wohnort; Socio-economic status; Sozioökonomischer Status; Mother; Mutter; Beschäftigungsgrad; Emotionales Verhalten; Frankreich
Abstract	Coping styles are generally considered to be environmentally driven. Up to now, research has mainly focused on family influences. However, some studies underline the effect of educational settings on the development of problem-focused coping strategies. Consistently with previous reports on the enhancement of autonomy and problem-solving in alternative schools, and the relationship established by self-determination theory between autonomy-supportive climates and positive coping, we hypothesized that alternative school students develop more problem-focused coping styles. This hypothesis was tested on 80 traditional school students and 50 alternative school students (Steiner, Montessori and New schools), during their last secondary school year, using the Coping Inventory for Stressful Situations (Endler & Parker, 1990a). We also assessed psychological factors which can influence coping styles measures (anxiety and depression), using the State-Trait Anxiety Inventory (Spielberger, 1983), and the Beck Depression Inventory (Beck, Ward, Mendelson, Mock, & Erbaugh, 1961). The proportion of problem-focused coping strategies was compared in traditional and alternative settings, adjusting for potential confounding factors, using logistic regression. Results show that the proportion of students using predominantly problem-focused coping strategies is higher in the population of alternative schools. Directions for further research on alternative schools are highlighted concerning coping as well as autonomy-supportive class climates. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10