ERIC Number: ED368785
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Teacher Assessments of Coping Styles in Children of Divorce.
Whether specific classroom coping styles of elementary school children from divorced families differ in comparison with their peers from intact homes was studied, along with the relationship between teachers' observations of children's specific coping styles and parental reports of children's behavior problems. The divorced-family group consisted of 28 boys and 33 girls from 8 to 12 years of age in grades 3 to 6. The intact-family group was matched for grade, sex, and school district. Teacher perceptions measured through the Coping Inventory were compared with results from the Child Behavior Checklist which was completed by parents. According to teachers, children from disrupted families exhibited a more restrictive range of coping styles in comparison with peers from intact homes. Children with divorced parents were also found to exhibit more behavior problems. In general, children's coping styles when confronted with environmental stressors were found to be inversely related to their maladaptive behaviors, probably as a result of ineffective coping. One table provides descriptive statistics. (Contains 25 references.) (SLD)
Descriptors: Adjustment (to Environment), Behavior Problems, Comparative Analysis, Coping, Divorce, Elementary Education, Elementary School Students, Elementary School Teachers, Family Problems, Foreign Countries, Nuclear Family, Parents, Student Characteristics, Student Evaluation, Teacher Attitudes
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Child Behavior Checklist; Coping Inventory
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).