Coping strategieën bij academische stress

Abstract

Background: Coping appears to play an important role in the development of psychological problems and psychopathology in children and young adults (eg, Compas, Orosan, & Grant, 1993). An ineffective coping style is a significant risk factor for the psychological development of children and young adults (Compas, Connor-Smith, Saltzman, Harding Thomsen, & Wadsworth, 2001) A coping questionnaire could be a instrument to acquire more understanding in using coping strategies (Singer 2007). Purpose: This study examined whether there is a difference between having psychosocial problems in children with and without learning disabilities between 9 and 12 years and the use of coping strategies. Method: In this study of 251 students, a sub-study is conducted in the form of a survey. Data are collected through interviews for the refinement of a coping questionnaire to investigate the research questions. Results: Students with learning disabilities have more psychosocial problems than students without learning disabilities. They use more maladaptive coping strategies, particularly students with learning disabilities in reading and spelling and learning disabilities in several areas. Conclusion: Children with learning difficulties, particularly students with learning disabilities in reading and spelling, need more support from their teacher and classmates in handling adapatieve coping strategies to increase their psychosocial problems.

Limitations of this study and directions for future research have been discussed