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Coping with school and parent related stressors in adolescence
Author
Tan, Ying Yin
Supervisor
Chong, Wan Har
Abstract
This study aims to understand how individual and social resources influence 1) how local adolescents perceive their daily stressors in the school and parent domains 2) the coping styles elicited by adolescents to manage school and parents problems. Differences in the level of perceived stress and use of coping styles between school and parent domains would be examined. The role of coping styles, individual and social resources in contributing to adolescents‟ psychological well-being would be also explored. In this study, individual resources refers to the specific facets of self-efficacy namely academic self-efficacy, emotional self-efficacy and coping efficacy, while social resources refers to perceived social support from parents and teachers.
Participants were 396 Secondary Two and Three students from a mainstream school. Results obtained suggested that adolescents exhibited different coping patterns for school and parent related problems, but did not demonstrate significant differences in the level of perceived stress between the two problem domains. Perceived teacher support and academic self-efficacy significantly predicted lower levels of perceived stress with school problems. Perceived parental support predicted lower levels of perceived stress with parent problems. Significant and meaningful associations were found between self-efficacy (academic, emotional and coping) with the greater use of adaptive coping styles and less use of maladaptive coping. Perceived parental support was significantly associated with the use of support seeking strategies for managing both problem domains. Active coping, individual and social resources, gender, age and perceived stress accounted for 48% of the proportion of variance in adolescents‟ psychological well-being for both problem domains. High levels of coping efficacy, emotional self-efficacy and perceived parental support significantly predicted greater adolescents‟ psychological well-being for both school and parent problem domains.
Participants were 396 Secondary Two and Three students from a mainstream school. Results obtained suggested that adolescents exhibited different coping patterns for school and parent related problems, but did not demonstrate significant differences in the level of perceived stress between the two problem domains. Perceived teacher support and academic self-efficacy significantly predicted lower levels of perceived stress with school problems. Perceived parental support predicted lower levels of perceived stress with parent problems. Significant and meaningful associations were found between self-efficacy (academic, emotional and coping) with the greater use of adaptive coping styles and less use of maladaptive coping. Perceived parental support was significantly associated with the use of support seeking strategies for managing both problem domains. Active coping, individual and social resources, gender, age and perceived stress accounted for 48% of the proportion of variance in adolescents‟ psychological well-being for both problem domains. High levels of coping efficacy, emotional self-efficacy and perceived parental support significantly predicted greater adolescents‟ psychological well-being for both school and parent problem domains.
Date Issued
2014
Call Number
BF724.3.S86 Tan
Date Submitted
2014