Gender Differences in Coping Strategies in Children and Adolescents

2007 ◽  
Vol 28 (1) ◽  
pp. 18-26 ◽  
Author(s):  
Heike Eschenbeck ◽  
Carl-Walter Kohlmann ◽  
Arnold Lohaus
Keyword(s):  
Social Support ◽  
Gender Differences ◽  
Emotion Regulation ◽  
Problem Solving ◽  
Coping Strategies ◽  
Children And Adolescents ◽  
Grade Level ◽  
Gender Effects ◽  
Avoidant Coping ◽  
Stressful Situation

Abstract. The present study focuses on gender effects and interactions between gender, type of stressful situation, and age-group in coping strategies in childhood and adolescence. The sample consisted of N = 1990 children and adolescents (957 boys, 1033 girls; grade levels 3-8). Participants responded to a coping questionnaire (Fragebogen zur Erhebung von Stress und Stressbewältigung im Kindes- und Jugendalter, SSKJ 3-8; Lohaus, Eschenbeck, Kohlmann, & Klein-Heßling, 2006 ) with the five subscales: seeking social support, problem solving, avoidant coping, palliative emotion regulation, and anger-related emotion regulation. Repeated measures ANOVAs with Gender and Grade Level as the between-subject factors and Situation (social, academic) as the within-subject factor were performed separately for each of the subscales. In general, girls scored higher in seeking social support and problem solving, whereas boys scored higher in avoidant coping. These three main effects were further modified by significant Gender × Situation interactions and for both seeking social support and avoidant coping by significant Gender × Situation × Grade Level interactions. Compared to the academic situation (homework), gender differences were more pronounced for the social situation (argument with a friend), especially in adolescence. The results are discussed with respect to a gender-specific development of coping strategies.

Development of Coping Strategies From Childhood to Adolescence

2018 ◽  
Vol 25 (1) ◽  
pp. 18-30 ◽  
Author(s):  
Heike Eschenbeck ◽  
Steffen Schmid ◽  
Ines Schröder ◽  
Nicola Wasserfall ◽  
Carl-Walter Kohlmann
Keyword(s):  
Social Support ◽  
Emotion Regulation ◽  
Problem Solving ◽  
Coping Strategies ◽  
Media Use ◽  
Avoidant Coping ◽  
Developmental Changes ◽  
Cross Sectional ◽  
Social Support Seeking ◽  
Support Seeking

Abstract. Extensive research exists on coping in children and adolescents. However, developmental issues have only recently started to receive more attention. The present study examined age differences and developmental changes in six coping strategies (social support seeking, problem solving, avoidant coping, palliative emotion regulation, anger-related emotion regulation, and media use) assessed by a coping questionnaire (German Stress and Coping Questionnaire for Children and Adolescents, SSKJ 3–8; Lohaus, Eschenbeck, Kohlmann, & Klein-Heßling, 2006 ) in middle/late childhood and early adolescence. At the initial assessment, 917 children from grades 3 to 7 (age range 8–15 years) were included (cross-sectional sample). Three cohorts (grades 3–5 at baseline) were traced longitudinally over 1½ years with four assessments (longitudinal sample: n = 388). The cross-sectional coping data showed significant effects for grade level in four coping strategies. Older children scored higher in problem solving and media use, and lower in avoidant coping. Seventh graders scored lower than fourth and fifth graders in social support seeking. Longitudinal data confirmed time effects and cohort effects indicating developmental changes. Increases over time were found for problem solving and media use; decreases were found for avoidant coping and anger-related emotion regulation. For social support seeking, an increase within the youngest cohort (grades 3–5) was found. Developmental trends (in cross-sectional and longitudinal data), with especially strong increases for problem solving or declines in avoidant coping in the youngest cohort, differed for the two studied stressful situations (social, academic) but were independent of the child’s gender. To conclude, particularly in the age range of 9–11 years relevant developmental changes toward a more active coping seem to appear.

A Turkish Adaptation of the Coping Scales From the German Stress and Coping Questionnaire for Children and Adolescents

2012 ◽  
Vol 28 (1) ◽  
pp. 32-40 ◽  
Author(s):  
Heike Eschenbeck ◽  
Uwe Heim-Dreger ◽  
Elif Tasdaban ◽  
Arnold Lohaus ◽  
Carl-Walter Kohlmann
Keyword(s):  
Social Support ◽  
Gender Differences ◽  
Emotion Regulation ◽  
Children And Adolescents ◽  
Stress And Coping ◽  
Avoidant Coping ◽  
German Version ◽  
Good Internal Consistency ◽  
And Coping ◽  
Age Range

The present study develops and validates a Turkish adaptation of the coping scales from the German Stress and Coping Questionnaire for Children and Adolescents (SSKJ 3–8; Lohaus, Eschenbeck, Kohlmann, & Klein-Heßling, 2006 ). In a Turkish sample of 473 children and adolescents from grades 4 to 8 (220 girls, 253 boys, age range: 9–15 years), the factor structure of the original German version was confirmed for the six subscales: seeking social support, problem solving, avoidant coping, palliative emotion regulation, anger-related emotion regulation, and media use. All six subscales showed good internal consistency. Correlations between these subscales and indicators of psychological adjustment as well as replication of gender differences for the subscales also demonstrated high correspondence between the original German version of the SSKJ 3–8 coping scales and the Turkish adaptation.

scholarly journals Self-esteem, Social Support and Coping Strategies of left-behind Children in Rural China, and the Intermediary Role of Subjective Support：a cross-sectional survey

2021 ◽  
Author(s):  
Shu Cui ◽  
Fangshuo Cheng ◽  
Ling Zhang ◽  
Chao Zhang ◽  
Qiuyu Yuan ◽  
...  
Keyword(s):  
Social Support ◽  
Problem Solving ◽  
Coping Strategies ◽  
Help Seeking ◽  
Rural China ◽  
Self Esteem ◽  
Mediating Effect ◽  
Left Behind ◽  
And Coping ◽  
Support Score

Abstract Background: Negative coping strategies and behavioral problems are common among Chinese left-behind children, which are relate to a variety of negative consequences. At this stage of development, the relevant factors of coping strategies need to be further studied, in which social support and self-esteem are worthy of our attention. The aim of this study is to detect the current situation of self-esteem, social support, and coping styles of left-behind children (LBC) in rural China. Methods: 322 children from 3 schools in China enrolled in this study, including 236 LBC and 86 non-left-behind children (NLBC) to assess self-esteem, social support and coping strategies. Results: The LBC group had lower self-esteem score and lower total social support (subjective support, objective support and support-seeking behavior) than the NLBC group. In terms of coping strategies, the LBC group was lower than the NLBC group in problem-solving and rationalization. The self-esteem score in LBC was significant positive associated with the subjective support score, objective support score, problem-solving and help-seeking score. In addition, self-esteem has significant mediating effect between subjective support and problem-solving, subjective support and help-seeking, respectively. Conclusions: The finding indicate that Chinese LBC’s self-esteem and social support need to be improved. Given the significant correlativity between self-esteem, subjective support and coping strategy, it is necessary to promote Chinese LBC’s self-esteem and social support, especially subjective support.

scholarly journals Emotional Intelligence and Stress Coping Strategies Among Students of Physical Education and Sport Study Programs

2020 ◽  
Vol 4 (115) ◽  
Author(s):  
Romualdas Malinauskas ◽  
Tomas Saulius ◽  
Giedrius Kaufmanas
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Problem Solving ◽  
Physical Education ◽  
Coping Strategies ◽  
First Year ◽  
Stress Coping ◽  
First Year Students ◽  
Study Programs ◽  
Stress Coping Strategies

Background. Studies of various scholars confirm the relation between the application of stress coping strategies and emotional intelligence, but there is a lack of research about the relationship between individual coping strategies and emotional intelligence levels among the first- and the fourth-year students. The aim of the research was to reveal peculiarities of emotional intelligence and stress coping strategies of undergraduate students of physical education and sport study programs.Methods. The Shutte Self-Assessment Questionnaire was used to measure the level of emotional intelligence of the participants (Schutte & Malouff, 1999). The questionnaire composed by Grakauskas and Valickas (2006) was used to identify the stress coping strategies. It consists of four factors: social support factor, problem-solving factor, emotional discharge factor and avoidance factor. The research was based on the following ethical principles: confidentiality, anonymity, impartiality and privacy. The first- and the fourth-year students of the Lithuanian Sports University and Lithuanian University of Educational Sciences, Physical Education and Sports Programs were surveyed. The research sample consisted of 123 participants. Male participants comprised 66.7% of the sample, and the female participants comprised 33.3%. of the sample. The first-year undergraduates made up 57.7% of the sample, and the fourth-year undergraduates made up 42.3% of the sample.Results. Analyzing the data on the stress coping strategies according to the participants studying experience, it was found that the fourth-year students used the social support strategy more frequently in comparison with the first-year students. In addition, the fourth-year students applied emotional discharge and avoidance strategies more often than the first-year students. Comparing stress coping strategies and emotional intelligence according to the gender of participants, no statistically significant differences were found. There was a statistically significant relationship between the stress coping strategy and the ability to evaluate and express one’s emotions.Conclusions. Comparing emotional intelligence of the first- and the fourth-year students of physical education and sports study programs, no statistically significant differences were found. Comparison of stress coping strategies applied by the first- and the fourth-year students of physical education and sports degree programs revealed that the fourth-year students tended to use social support, emotional discharge and avoidance strategies more frequently than the first-year students. Comparison of stress coping strategies and emotional intelligence according to gender did not show any statistically significant differences. However, there was a statistically significant relationship between stress coping strategies and emotional intelligence, though it was a weak, but significant difference between emotional intelligence components such as the ability to express and manage emotions and problem-solving focused stress coping strategy.Keywords: stress, stress management strategies, emotional intelligence.

scholarly journals Emotion regulation in action: Use, selection, and success of emotion regulation in adolescents’ daily lives

2018 ◽  
Vol 43 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Hannah K. Lennarz ◽  
Tom Hollenstein ◽  
Anna Lichtwarck-Aschoff ◽  
Emmanuel Kuntsche ◽  
Isabela Granic
Keyword(s):  
Social Support ◽  
Emotion Regulation ◽  
Depressive Symptoms ◽  
Problem Solving ◽  
Psychosocial Functioning ◽  
Multilevel Models ◽  
Negative Emotions ◽  
Practical Importance ◽  
Reciprocal Relationship ◽  
Daily Lives

Successful emotion regulation (ER) is a central aspect of psychosocial functioning and mental health and is thought to improve and be refined in adolescence. Past research on ER has mainly focused on one-time measurements of habitual ER. Linking regulatory strategies to emotions in daily lives is key to understanding adolescents’ emotional lives. Using an Experience Sampling Method with 78 adolescents ( Mage = 13.91, SDage = .95, 66% girls), we investigated the use, selection, and success in down-regulating negative emotions of eight ER strategies across 44 assessments. Acceptance was the strategy employed most often followed by problem-solving, rumination, distraction, avoidance, reappraisal, social support, and suppression. Interestingly, negativity of the event influenced the use of ER strategies: With low intensity negative emotions, acceptance was more likely to be used, and with high intensity negative emotions, suppression, problem-solving, distraction, avoidance, social support, and rumination were more likely to be used. With regard to success, multilevel models revealed that problem-solving, reappraisal, and acceptance were more successful in down-regulating negative emotions than rumination. Further, among girls, no relations between the momentary use of ER strategies and depressive symptoms was found. Among boys, a negative relation between acceptance and depressive symptoms emerged. Results from this study suggest that there is a reciprocal relationship between the intensity of negative emotions and ER strategies and that gender differences may exist. Taken together, this study showed which ER strategies are used by a healthy adolescent sample, and these results are discussed with regard to their theoretical and practical importance.

Coping Strategies: Gender Differences and Development throughout Life Span

2012 ◽  
Vol 15 (3) ◽  
pp. 1089-1098 ◽  
Author(s):  
Juan Carlos Meléndez ◽  
Teresa Mayordomo ◽  
Patricia Sancho ◽  
José Manuel Tomás
Keyword(s):  
Social Support ◽  
Problem Solving ◽  
Life Span ◽  
Coping Strategies ◽  
Personal Characteristics ◽  
Stressful Events ◽  
Emotional Coping ◽  
Gender And Age ◽  
Social Support Seeking ◽  
Support Seeking

Development during life-span implies to cope with stressful events, and this coping may be done with several strategies. It could be useful to know if these coping strategies differ as a consequence of personal characteristics. This work uses the Coping with Stress Questionnaire with this aim using a sample of 400 participants. Specifically, the effects of gender and age group (young people, middle age and elderly), as well as its interaction on coping strategies is studied. With regard to age, on one hand, it is hypothesised a decrement in the use of coping strategies centred in problem solving and social support seeking as age increases. On the other hand, the use of emotional coping is hypothesised to increase with age. With respect to gender, it is hypothesised a larger use of emotional coping and social support seeking within women, and a larger use of problem solving within men. A MANOVA found significant effects for the two main effects (gender and age) as well as several interactions. Separate ANOVAs allowed us to test for potential differences in each of the coping strategies measured in the CAE. These results partially supported the hypotheses. Results are discussed in relation to scientific literature on coping, age and gender.

Coping Strategies Used by Syrian Refugees in Jordan

2017 ◽  
Vol 28 (4) ◽  
pp. 396-421 ◽  
Author(s):  
Fatmeh Ahmad Alzoubi ◽  
Ahmed Mohammad Al-Smadi ◽  
Yazeed Mohammad Gougazeh
Keyword(s):  
Social Support ◽  
Problem Solving ◽  
Coping Strategies ◽  
Chronic Illnesses ◽  
Syrian Refugees ◽  
Total Income ◽  
Cross Sectional ◽  
Social Support Seeking ◽  
Support Seeking ◽  
Study Participants

This study examined the coping strategies used by Syrian refugees in Jordan in relation to their demographics. A cross-sectional correlational study was conducted with a convenient sample of 550 Syrian refugees. Out of all the study participants, 88% reported seeking social support, 64.5% reported using avoidance, and 39.5% reported using problem solving. Participants who were male, single, and younger, and who had a higher education and a higher total income were satisfied with their income, were employed and free of chronic illnesses, and had higher problem-solving scores. Higher social support-seeking scores were associated with being female, older, and widowed; having a lower education and lower total income; being dissatisfied with their income; being nonemployed; and having chronic illnesses. A number of significant predictors were identified for each coping strategy. The results of this study could be used to formulate programs and develop services regarding the stressors encountered by Syrian refugees and their coping strategies.

scholarly journals Coping Behaviors and Psychological Disturbances in Youth Affected by the COVID-19 Health Crisis

2021 ◽  
Vol 12 ◽  
Author(s):  
Mireia Orgilés ◽  
Alexandra Morales ◽  
Elisa Delvecchio ◽  
Rita Francisco ◽  
Claudia Mazzeschi ◽  
...  
Keyword(s):  
Coping Strategies ◽  
Children And Adolescents ◽  
Online Survey ◽  
Psychological Symptoms ◽  
Psychological Adaptation ◽  
Stressful Situation ◽  
Social Activities ◽  
Coping Behaviors ◽  
Health Crisis ◽  
As If

The COVID-19 pandemic and the quarantine undergone by children in many countries is a stressful situation about which little is known to date. Children and adolescents' behaviors to cope with home confinement may be associated with their emotional welfare. The objectives of this study were: (1) to examine the coping strategies used out by children and adolescents during the COVID-19 health crisis, (2) to analyze the differences in these behaviors in three countries, and (3) to examine the relationship between different coping modalities and adaptation. Participants were 1,480 parents of children aged 3–18 years from three European countries (nSpain = 431, nItaly = 712, and nPortugal = 355). The children's mean age was 9.15 years (SD = 4.27). Parents completed an online survey providing information on symptoms and coping behaviors observed in their children. The most frequent coping strategies were accepting what is happening (58.9%), collaborating with quarantine social activities (e.g., drawings on the windows, supportive applauses) (35.9%), acting as if nothing is happening (35.5%), highlighting the advantages of being at home (35.1%), and not appearing to be worried about what is happening (30.1%). Compared to Italian and Spanish children, Portuguese children used a sense of humor more frequently when their parents talked about the situation. Acting as if nothing was happening, collaborating with social activities, and seeking comfort from others were more likely in Spanish children than in children from the other countries. Compared to Portuguese and Spanish children, Italian children did not seem worried about what was happening. Overall, an emotional-oriented coping style was directly correlated with a greater presence of anxious symptoms, as well as to mood, sleep, behavioral, and cognitive alterations. Task-oriented and avoidance-oriented styles were related to better psychological adaptation (considered a low presence of psychological symptoms). Results also show that unaffected children or children with a lower level of impact were more likely to use strategies based on a positive focus on the situation. This study provides interesting data on the strategies to be promoted by parents to cope with the COVID-19 health crisis in children.

scholarly journals Teaching Style, Coping Strategies, Stress and Social Support: Associations to the Medical Students’ Perception of Learning during the SARS-CoV-2 Pandemic

2021 ◽  
Vol 11 (8) ◽  
pp. 414
Author(s):  
Ovidiu Popa-Velea ◽  
Carmen Andreea Pristavu ◽  
Claudiu Gabriel Ionescu ◽  
Alexandra Ioana Mihăilescu ◽  
Liliana Veronica Diaconescu
Keyword(s):  
Social Support ◽  
Gender Differences ◽  
Medical Students ◽  
Coping Strategies ◽  
Life Stress ◽  
Online Teaching ◽  
Teaching Style ◽  
Perceived Usefulness ◽  
Undergraduate Medical Students ◽  
Brief Cope

This study assessed the learning perception of undergraduate medical students on three types of teaching (classical/online/hybrid), in relation to coping strategies, stress, and social support, in the context of the SARS-CoV-2 pandemic. Additionally, we explored gender differences and the perceived usefulness of teaching. 201 students (48 men, 153 women; mean age = 22.900, SD = 2.830) participated in the study. They answered a Multidimensional Scale of Perceived Social Support, a Brief Cope Scale, a Student-life Stress Inventory, a visual analog scale for usefulness, and a survey collecting their perceptions about learning across teaching types. Results point out a preference for classical teaching, followed by the hybrid and online formats. Online teaching was identified as more advantageous in terms of time management and seeking information. Denial and substance use were statistically associated with poor communication, bad time using, and impaired learning. Both stress and social support had ambivalent associations with learning perceptions. Gender differences were limited to behavioral disengagement and higher social support perceived by women. Although classical teaching was globally perceived as the most useful, online teaching was considered desirable by male urban respondents. These data may contribute to the strategic growth and refinement of web-based teaching methods in medical universities.

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