Suočavanje učenika s akademskim i interpersonalnim stresnim situacijama: provjera međusituacijske stabilnosti strategija suočavanja

Students Coping with Academic and Interpersonal Stressors: Testing Cross-Situational Stability of Coping Strategies

University of Rijeka, Faculty of Humanities and Social Sciences 2006

Istraživanje stabilnosti suočavanja sa stresom u različitim stresnim situacijama usko je vezano uz još uvijek aktualnu znanstvenu raspravu o određenju suočavanja kao stabilnoga stila ili promjenjive strategije. Pregledom dosadašnjih istraživanja može se pretpostaviti da različiti modeli stresa i suočavanja nisu podjednako primjenjivi na objašnjenje stabilnosti svih dimenzija suočavanja i da istraživanja provedena na djeci i adolescentima nisu obuhvatila sve pokazatelje stabilnosti suočavanja (poput stabilnosti faktorske strukture upitnika). Osnovni su zadaci provedenoga istraživanja bili: konstruirati usporedive skale suočavanja s dobivanjem loše ocjene i interpersonalnim sukobom, utvrditi situacijsku stabilnost suočavanja provjerom stabilnosti faktorske strukture skala i provjeriti stupanj povezanosti strategija suočavanja u navedenim stresnim situacijama. U svim su fazama istraživanja (predistraživanje, konstrukcija skala i istraživanje stabilnosti suočavanja) sudjelovale učenice (N=702) i učenici (N=761) od 5. do 8. razreda osnovne škole. Rezultati su pokazali da se faktorska struktura skala suočavanja mijenja primjenom skale na različite stresne situacije. Korelacije faktorskih bodova i rezultata skala suočavanja ukazuju na to da najviši stupanj stabilnosti pokazuju burne emocionalne i neprimjerene reakcije i udaljavanje od problema, dok najniži stupanj stabilnosti pokazuje usmjerenost na izvor i rješavanje problema. Rezultati su komentirani u kontekstu nalaza prethodnih istraživanja, dominantnih teorijskih pristupa stresu i suočavanju te metodoloških specifičnosti ovoga rada.
Research on the cross-situational stability of coping with stress in diverse stressful situations is closely connected with a contemporary scientific debate about determining coping as a stable trait or a changeable strategy. Review of recent research indicates that different models of stress and coping cannot be equally applied as explanations of cross-situational stability of all coping strategies. Also, research carried out on children and adolescents has not included all the indicators of cross-situational stability of coping (such as factor stability of coping scales). The main goal of this research is to construct comparable scales of coping with bad grades and interpersonal conflict and to determine the cross-situational stability of coping through analysis of the factor structure stability and through correlations of coping strategies in different stressful situations. Elementary school students (5th through 8th grade, 702 female and 761 male students) participated in all three stages of this research (pilot study, scale construction, and investigation of cross-situational stability of coping). Results showed that the factor structure of the scales changes when the scales are applied to measure coping with different stressful situations. Correlations of factor scores and raw scores indicate that intensive and inappropriate emotional reactions show the highest degree of cross-situational stability while problem solving efforts show lowest degree of cross-situational stability. These findings are discussed in the context of previous research findings, contemporary theoretical approaches to stress and coping, and the methodological issues specific for this research.

stres; suočavanje; loša ocjena; interpersonalni sukob; stress; coping; bad grade; interpersonal conflict; text; info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion

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