اجتماعی کردن رفتارهای مقابله ای نوجوانان: روابط با خانواده ها و معلمان
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|74276||2007||16 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Journal of Adolescence, Volume 30, Issue 1, February 2007, Pages 1–16
A motivational theory of children's coping identified aspects of relationships—involvement, structure and autonomy support—that are expected to determine whether coping will be characterized by approach (active) or avoidance. Associations between adolescents’ (N=487N=487, Age M=14M=14) relationships with families and teachers, and coping behaviours were examined. Whether a Family Primacy Model or a Context-Specific Model best explained the findings was also determined. A Family Primacy Model received predominant support; adolescents with more positive family relationships used more active coping with problems at home and school. Positive relationships with teachers predicted more active coping behaviours, especially at school.