Health, well-being &amp; coping? What's that got to do with education?

Frydenberg, Erica

doi:10.1017/s103729110000296x

Cited by 8 publications

(6 citation statements)

References 42 publications

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“…There is some evidence that functional coping decreases with age, whilst emotion coping increases (e.g., use of tension-reducing strategies in older adolescence; Frydenberg & Lewis, 1999). Many studies show an association between dysfunctional coping and adolescent psychopathological problems (Bugalski & Frydenberg, 2000;Cunningham & Walker, 1999;Ebata & Moos, 1991;Frydenberg, 1999;Seiffge-Krenke & Klessinger, 2000). An understanding of age related differences in coping allows for maximising the potential to improve adolescent coping.…”

Section: Coping Theorymentioning

confidence: 99%

At-Risk Students in a Rural Context: Benefits and Gains From a Coping Skills Program

Eacott

Frydenberg²

2008

Australian Journal of Guidance and Counselling

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There are increasing demands in schools to provide social–emotional learning opportunities for students. This article reports on the utility of a universal coping skills program for young people at risk for depression in a rural context. The study deals specifically with the utility of the Best of Coping (BOC) program implemented to all students in Year 9 with a view to examining the benefits for students at-risk for depression. Two cohorts of Year 9 students (N= 159) participated in the program across 2006–07. Program effects were evaluated using the Adolescent Coping Scale and the Kessler Psychological Distress Scale and qualitative interviews. Successful intervention with the BOC was found to help students at-risk decrease dependence on Non-Productive coping strategies and reduce risk for negative mental health outcomes. Findings demonstrated that those in greatest need were able to benefit from a universal intervention program.

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Section: Coping Theorymentioning

confidence: 99%

At-Risk Students in a Rural Context: Benefits and Gains From a Coping Skills Program

Eacott

Frydenberg²

2008

Australian Journal of Guidance and Counselling

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“…In the academic context, it can be defined as students' ability to deal effectively with academic setbacks, school-related stress, and schoolrelated pressure (Martin & Marsh, 2006). School is an important place where resilience in young people can be enhanced (Cunningham, Brandon, & Frydenberg, 1999;Frydenberg, 1999;Fuller, 2001;Fuller, McGraw, & Goodyear, 1999;Howard & Johnson, 2000;Longaretti, 2001;Parker & Hendy, 2001;Speirs & Martin, 1999). However, studies of resilience as it pertains to school are still couched in terms of a young person's mental health and well-being (which are vital) but not in terms of their academic development (however, it is recognised that the two are correlated).…”

Section: Academic Resiliencementioning

confidence: 99%

A Motivational Psychology for the Education of Indigenous Australian Students

Martin

2006

AJIE

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This article explores an integrative framework for a motivational psychology for the education of Indigenous students. Drawing on and adapting Graham’s (1994) taxonomy for motivational psychology, it is suggested that enhancing the educational outcomes of Indigenous students involves addressing factors relevant to the self (positive identity, academic self-concept, and academic resilience), cognitive and affective factors (that facilitate motivation, engagement, achievement, and enjoyment of school), socialisation and child-rearing antecedents (the role of the family), failure dynamics (fear of failure and shame), the role of significant others and their contexts (peers, community, teachers, schools, and the scope for pastoral pedagogy), and the issue of young people’s pathways and transitions. Values, attitudes, and approaches to school and schoolwork that are common across Aboriginal and non-Aboriginal students and the role of positive psychology are also explored as a means of contributing to a better general understanding of human behaviour.

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“…School is an important place where resilience in young people can be enhanced (Cunningham, Brandon, & Frydenberg, 1999;Frydenberg, 1999;Fuller, 2001;Fuller, McGraw, & Goodyear, 1999;Howard & Johnson, 2000;Longaretti, 2001;Parker & Hendy, 2001;Speirs & Martin, 1999). However, studies of resilience as it pertains to school are still couched in terms of a young person's mental health and wellbeing and not in terms of their academic development.…”

Section: Academic Resiliencementioning

confidence: 99%

Motivation and Academic Resilience: Developing a Model for Student Enhancement

Martin¹

2002

Australian Journal of Education

192

152

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This paper explores a model of motivation and introduces the concept of academic resilience. Although motivation is critical to academic success, academic gains that students make can be lost if they are not resilient to setback, study pressure, and stress in the school setting. It is therefore important that students are motivated and resilient to academic pressures. A problem with motivation theory and research, however, is that it has not been formulated in a way that provides educators and students with a common language with which to develop motivation and academic resilience in the classroom. This paper draws together seminal motivation theory, posits clear constructs that represent these theories, and then repackages them into a model that can be used by educators and understood by students. Such a model also holds direct implications in the classroom and counselling contexts, and the strategies for enhancing motivation and academic resilience are discussed.

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Health, well-being & coping? What's that got to do with education?

Cited by 8 publications

References 42 publications

At-Risk Students in a Rural Context: Benefits and Gains From a Coping Skills Program

At-Risk Students in a Rural Context: Benefits and Gains From a Coping Skills Program

A Motivational Psychology for the Education of Indigenous Australian Students

Motivation and Academic Resilience: Developing a Model for Student Enhancement

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