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Control Beliefs as Mediators of School Connectedness and Coping Outcomes in Middle Adolescence

Control Beliefs as Mediators of School Connectedness and Coping Outcomes in Middle Adolescence The external and internal resources that individuals bring to the coping process have been the focus of increasing theoretical and empirical research. Within the framework of conservation of resources theory (Hobfoll, 1989, 2002) this study examines the interplay between school-, teacher- and peer-connectedness, and mastery, coping self-efficacy and coping behaviours in a sample of 300 9th and 10th grade high-school students. Structural equation modelling analyses supported predictions that coping self-efficacy and mastery mediate the effects of school connectedness factors on the utilisation of nonproductive coping strategies. While coping self-efficacy partially mediated the relationships between school connectedness factors and productive coping behaviours, contrary to expectations this relationship was not partially mediated by mastery. These results support a cognitive mediational model of coping resources and may have implications for school-based intervention programs that promote positive coping in adolescence. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Guidance and Counselling Cambridge University Press

Control Beliefs as Mediators of School Connectedness and Coping Outcomes in Middle Adolescence

Australian Journal of Guidance and Counselling , Volume 14 (2): 12 – Feb 12, 2016

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References (40)

Publisher
Cambridge University Press
Copyright
Copyright © Cambridge University Press 2004
ISSN
1037-2911
eISSN
1839-2520
DOI
10.1017/S1037291100002454
Publisher site
See Article on Publisher Site

Abstract

The external and internal resources that individuals bring to the coping process have been the focus of increasing theoretical and empirical research. Within the framework of conservation of resources theory (Hobfoll, 1989, 2002) this study examines the interplay between school-, teacher- and peer-connectedness, and mastery, coping self-efficacy and coping behaviours in a sample of 300 9th and 10th grade high-school students. Structural equation modelling analyses supported predictions that coping self-efficacy and mastery mediate the effects of school connectedness factors on the utilisation of nonproductive coping strategies. While coping self-efficacy partially mediated the relationships between school connectedness factors and productive coping behaviours, contrary to expectations this relationship was not partially mediated by mastery. These results support a cognitive mediational model of coping resources and may have implications for school-based intervention programs that promote positive coping in adolescence.

Journal

Australian Journal of Guidance and CounsellingCambridge University Press

Published: Feb 12, 2016

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