Effectiveness of Coping in Adolescence: The Case of Korean Examination Stress

meery, lee

doi:10.1080/016502596385613

Cited by 6 publications

(6 citation statements)

References 27 publications

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“…And the experience of academic stress leads to a sense of distress and anger, which is generally manifested in a variety of psychological and behavioral problems. Sometimes, academic pressure as an acute stress factor that leads to mental distress, anger and in extreme cases, to suicide (Lee & Larson, 1996;Schoolland, 1990). The results were similar to the results of Vijaylakshmi & Lavanya (2006) which revealed that urban students experienced more stress as compared to rural students.…”

Section: Discussionmentioning

confidence: 99%

Stress and Anger of Rural and Urban Adolescents

Dey

Rahman²,

Bairagi³

et al. 2014

PSYCH

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The purpose of the present study was to investigate the relationship between stress and anger of rural and urban adolescents of Chittagong district in Bangladesh. The sample of the study consisted of 120 respondents of whom 60 were male (30 rural and 30 urban) and 60 were female (30 rural and 30 urban). Their age levels were 13 -19. They were selected purposively from different areas of Chittagong district in Bangladesh. Bengali version of Life Stress Scale (Fahim, 2001) was used to measure life stress and Bengali version of Adolescents Anger Rating Scale (AARS) (Islam & Chowdhury, 2011) was used to measure adolescents' anger. The obtained data were analyzed by using descriptive statistics, t-test and Pearson product moment correlation. Results revealed that the stress of urban adolescents was greater than rural; the anger of urban adolescents was more than the rural; the stress of female adolescents was more than the male and the anger of female adolescents was more than male. Results also showed that adolescents' stress was positively correlated (r = .86, p < .01) with their anger.

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Section: Discussionmentioning

confidence: 99%

Stress and Anger of Rural and Urban Adolescents

Dey

Rahman²,

Bairagi³

et al. 2014

PSYCH

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“…In a longitudinal study of more than 3,200 Swiss adolescents, youth saw two general domains of the context over which they needed to exert control -the personal/social domain and the society domain [Grob, Flammer & Wearing, 1995]. In a sample of about 350 Korean adolescents problem-solving and information-seeking approaches to coping were associated with less likelihood of depression; however, physical symptoms such as somatic complaints were associated with a coping style that involved discharge of one's emotions [Lee and Larson, 1996].…”

Section: Integrating Person and Context In The Identity-as-regulationmentioning

confidence: 99%

Understanding Developmental Regulation in Adolescence: The Use of the Selection, Optimization,and Compensation Model

Lerner

Freund

Stefanis³

et al. 2001

Human Development

151

145

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Scholarship pertinent to the nature of human plasticity and the contemporary theoretical stress on developmental systems theories suggest that the regulation of dynamic person-context relations should be the key focus of inquiry in the study of adolescent development. An exemplar of a theory congruent with this relational conception of adolescent development is the Selection, Optimization, and Compensation (SOC) model offered by Baltes, Baltes, and colleagues. The model may be a value-added contribution to the adolescent literature in several respects: through illustrating the centrality of selection, optimization, and compensation processes in conceptualizing the regulation of the person-context relations that characterize development in adolescence; by integrating key themes within the adolescent development theoretical and empirical literatures; and through suggesting ideas for extending these literatures in new and useful ways, including needed directions for research and applications to policies and programs that are aimed at enhancing adaptive regulation in adolescence. We illustrate these value-added contributions of the SOC model by focusing on theory and research pertinent to arguably the central construct in the study of adolescence, identity. In addition, we discuss the implications of the SOC model for using developmental systems theory to understand the relation between individual development and social constraints or opportunities. The methodological features of research using the SOC model are noted, and its implications for both the development of the person and for the maintenance and perpetuation of civil society are presented.

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“…It will also be important for the model's proponents to specify how it is related to other models of social and personality development. For example, a number of studies used by Lerner et al to illustrate the SOC model employ the language of coping [e.g., Lee & Larson, 1996;Olá h, 1995]; however, it is not clear how the SOC model advances our understanding further than do existing models of stress and coping. The SOC model is also compatible with models stressing risk and resilience.…”

Section: Limitations Of the Modelmentioning

confidence: 99%

Developing New Insights from a Process Approach to Adolescent Development

Grotevant¹

2001

Human Development

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Effectiveness of Coping in Adolescence: The Case of Korean Examination Stress

Cited by 6 publications

References 27 publications

Stress and Anger of Rural and Urban Adolescents

Stress and Anger of Rural and Urban Adolescents

Understanding Developmental Regulation in Adolescence: The Use of the Selection, Optimization,and Compensation Model

Developing New Insights from a Process Approach to Adolescent Development

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