Adolescents and parents coping strategies: Links with depressive symptoms

Emotions Experienced by Secondary School Students in English Classes in Mexico.

“…Women, in turn, are more open to showing their pride when they get good grades or complete an exercise successfully (Tapia and Marsh, 2006). Moreover, girls may be more willing to show their shame and anxiety than boys at this age, as, in our culture, girls' emotions are more openly acknowledged by their parents than those experienced by boys (Barcelata et al, 2004;Ovejas, 2020). Typically, at the secondary level of education, boys act more bravely and are very careful not to lose face in front of their male and, especially, female peers, covering their shame and anxiety under an indifferent façade.…”

“…Third-grade students self-reported achieving the highest scores (80-100), while first-grade students self-reported the lowest scores (60-79), a Table 3. Differences in the emotions experienced by gender result that may be due to the process of first year students becoming used to the secondary school environment, English classes, and the social and emotional changes they are experiencing (Barcelata et al, 2004). For some first graders, this may be their first experience of learning a foreign language while making friends and getting to know their peers.…”

“…Another possible explanation is that women are more willing to share their life experiences with friends, mothers, or relatives when seeking advice or support, unlike men, especially in Latino cultures (de Prada, 1993). As found by Barcelata et al (2004), Mexican male adolescents express not having someone to trust and are usually pressured by parents to comply with the social rules imposed on men. In this vein, Buenrostro-Guerrero et al (2012) found that Mexican female secondary students demonstrate higher levels of emotional intelligence and seem to be better than men at feeling, expressing, and managing their emotional experiences.…”

“…The highest scores were obtained by female third-graders, and the lowest ones by female firstgraders. This may be explained by the transition from elementary to secondary school, which affects first-graders both physically and emotionally (Barcelata et al, 2004;Trigoso, 2013), whereas third-graders may have developed a resilience to negative emotions due to their learning experiences in the previous two years. Furthermore, the fact that females in first grade may be learning English for the first time may affect their learning process and achievement levels, whereas female third graders have already developed strategies and some proficiency in the foreign language (Retana-Alvarado et al, 2018).…”