On Everyday Stress and Coping Strategies Among Elementary School Children

Persistent Link:
http://hdl.handle.net/10150/293545
Title:
On Everyday Stress and Coping Strategies Among Elementary School Children
Author:
Sotardi, Valerie Ann
Issue Date:
2013
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Elementary school students are confronted with a variety of everyday challenges ranging from comprehension obstacles to interpersonal conflict. Learning to cope effectively with moments of tension is an important part of a child's education because adaptation to stress is likely to influence academic and developmental success. However, empirical gaps exist with respect to stress and coping. There is a general lack of research concerned with stress and coping in educational settings, and what has been published focuses on adolescent and adult populations rather than children. Additionally, the majority of research addresses major life stress (e.g., traumatic events) rather than the everyday stress that students encounter at school. This dissertation is an effort to address these concerns. Comprised of three studies, the project examines the stress that students in middle childhood (grades 3-5) commonly experience at school, how students cope with stress at school, and what educators might do to help students develop adaptive coping strategies. Results illustrate the daily school stress in students, need for students to learn how to manage academic and peer problems, and role of the teacher in coping development. Concluding thoughts and a research agenda for future work are included.
Type:
text; Electronic Dissertation
Keywords:
elementary education; stress; Educational Psychology; coping
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
McCaslin, Mary

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleOn Everyday Stress and Coping Strategies Among Elementary School Childrenen_US
dc.creatorSotardi, Valerie Annen_US
dc.contributor.authorSotardi, Valerie Annen_US
dc.date.issued2013-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractElementary school students are confronted with a variety of everyday challenges ranging from comprehension obstacles to interpersonal conflict. Learning to cope effectively with moments of tension is an important part of a child's education because adaptation to stress is likely to influence academic and developmental success. However, empirical gaps exist with respect to stress and coping. There is a general lack of research concerned with stress and coping in educational settings, and what has been published focuses on adolescent and adult populations rather than children. Additionally, the majority of research addresses major life stress (e.g., traumatic events) rather than the everyday stress that students encounter at school. This dissertation is an effort to address these concerns. Comprised of three studies, the project examines the stress that students in middle childhood (grades 3-5) commonly experience at school, how students cope with stress at school, and what educators might do to help students develop adaptive coping strategies. Results illustrate the daily school stress in students, need for students to learn how to manage academic and peer problems, and role of the teacher in coping development. Concluding thoughts and a research agenda for future work are included.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectelementary educationen_US
dc.subjectstressen_US
dc.subjectEducational Psychologyen_US
dc.subjectcopingen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcCaslin, Maryen_US
dc.contributor.committeememberMarx, Ronald S.en_US
dc.contributor.committeememberGood, Thomas L.en_US
dc.contributor.committeememberLegg Burross, Heidien_US
dc.contributor.committeememberMcCaslin, Maryen_US
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