The development of academic coping in children and youth: A comprehensive review and critique

Skinner, Ellen A.; Saxton, Emily

doi:10.1016/j.dr.2019.100870

Cited by 48 publications

(47 citation statements)

References 83 publications

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“…On the other hand, adaptive and instrumental or social coping strategies have been associated with better stress management and reduced negative mental health outcomes ( Farley et al, 2005 ). In general, maladaptive coping strategies, such as withdrawal and substance abuse, seem to be adopted and increase in early adolescence, stabilizing at the end of the school years ( Skinner and Saxton, 2019 ). The mechanism by which maladaptive coping strategies are likely to impact mental and academic outcomes is by preventing individuals from facing and solving the problems.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Depression and Anxiety in Times of COVID-19: How Coping Strategies and Loneliness Relate to Mental Health Outcomes and Academic Performance

et al. 2021

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The link between depression, anxiety, and loneliness has been well established in the literature. Yet, the performance consequences of these negative mental health outcomes and the role of coping behaviors, as well as behavioral consequences such as procrastination as mediators have received far less research attention. Due to the COVID-19 social isolation restrictions, people are at risk of falling into a negative mental health spiral that can also affect their performance over time. The purpose of this longitudinal study among 881 first-year bachelor students is to explore the mechanisms by which loneliness, coping strategies in the context of COVID-19, mental health outcomes and procrastination sequentially mediate the relationship depression and anxiety on the one hand, and academic performance on the other hand. We measured mental health variables several times during the COVID-19 crisis and assessed how this translates into academic performance at the end of the academic year. By performing exploratory and confirmatory factor analyses, three high-order factors for the coping strategies in the context of the COVID-19 crisis were identified, namely maladaptive coping, adaptive coping, and supportive coping. Structural equation modeling was used to test the sequential mediational model. The results showed that maladaptive coping strategies employed at T2 during the lockdown, but not adaptive or supportive coping partially mediate the trajectories of depression (T1) and anxiety (T1). Loneliness (T2) partially mediated the trajectory of depression and anxiety (T1), and procrastination fully mediated the impact of depression (T3) on academic performance (T4). These results help understand the mechanisms that influence mental health and academic performance outcomes in response to the COVID-19 crisis. Based on the study outcomes, educational researchers can test strategies to reduce the adverse effects of stressful situations in learning environments by targeting maladaptive coping behaviors and procrastination.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Depression and Anxiety in Times of COVID-19: How Coping Strategies and Loneliness Relate to Mental Health Outcomes and Academic Performance

et al. 2021

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“…Studies find that children and adolescents typically cope constructively, showing high levels of adaptive and low levels of maladaptive responses. Developmental research, consisting of about 15 studies, suggests that coping improves across elementary school and then shows a marked drop during early adolescence over the transition to middle school, followed by stability or some recovery during later adolescence (Skinner & Saxton, 2019).…”

Section: Academic Copingmentioning

confidence: 99%

“I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school

Skinner

Graham

Brule

et al. 2020

International Journal of Behavioral Development

Self Cite

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Many subareas share a common interest in students’ motivational resilience, defined broadly as patterns of action that allow students to constructively deal with, overcome, recover, and learn from encounters with academic obstacles and failures. However, research in each of these areas often progresses in relative isolation, and studies rarely utilize developmental or social-contextual approaches. As a result, we do not yet have a clear understanding of how to help children and adolescents develop a rich and flexible repertoire of tools to deal productively with everyday academic challenges and difficulties. In this article, we knit together these disparate areas of work to create an integrated developmental and social-contextual framework that can guide the future study of these processes. First, we summarize nine areas of work that focus on students’ actions on the ground when they encounter academic difficulties: academic resilience, mastery versus helplessness, engagement and re-engagement, academic coping, self-regulated learning, adaptive help seeking, emotion regulation, and buoyancy as well as tenacity, perseverance, and productive persistence. In each area, we highlight work that is explicitly developmental and that depicts key social-contextual factors that shape motivational resilience. Second, we sketch an overarching social-contextual and developmental framework that holds a place for each of these processes. Third, we identify multiple areas where cross-fertilization among researchers can contribute to improved educational practice and study of the development of motivational resilience. An overarching goal of this article (and the special section more generally) is to take first steps toward “field building” on this crucial topic.

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“…), how one plans to cope with the trigger event (e.g., distract oneself, or spend time studying), and metacognitive beliefs. Test anxious persons appraise examinations as being personally important, use maladaptive approaches to cope (for a review see Skinner & Saxton, 2019) and hold metacognitive beliefs that maintain or amplify the anxiety (e.g., worrying helps me to stay focused).…”

Section: Test Anxiety: Where Does It Come From?mentioning

confidence: 99%

The Four Ws of Test Anxiety

Symes

Putwain

2020

Psychologica

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Test anxiety refers to the tendency to appraise tests and test-like situations, where performance is evaluated, as threatening and respond with high levels of state anxiety. High levels of test anxiety are associated with lower performance on test and examinations, and may also meet diagnostic criteria for clinical anxiety. In this paper we review: (i), the importance of the test anxiety construct and consider whether test anxiety may constitute a risk factor for clinical anxiety, (ii), the theoretical antecedents of test anxiety, with a specific focus on the Self-Regulatory Executive Function (S-REF) Processing Model, and (iii), interventions for test anxiety in adolescents, with a specific focus on one cognitive-behavioural intervention, Strategies to Tackle Exam Pressure and Stress (STEPS). We bring the review to a close with a consideration of what the next steps might fruitfully be for research, theory, and intervention, and conclude there is much work still yet to be done in the field of test anxiety.

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The development of academic coping in children and youth: A comprehensive review and critique

Cited by 48 publications

References 83 publications

Depression and Anxiety in Times of COVID-19: How Coping Strategies and Loneliness Relate to Mental Health Outcomes and Academic Performance

Depression and Anxiety in Times of COVID-19: How Coping Strategies and Loneliness Relate to Mental Health Outcomes and Academic Performance

“I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school

The Four Ws of Test Anxiety

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