ERIC Number: ED283914
Record Type: RIE
Publication Date: 1987-Apr-22
Reference Count: 0
Students' Coping with Academic and Social Stress in an Inner-City Middle School.
Fahs, Mary Ellen
This report presents the findings of several studies designed to examine students' coping processes in relation to stressful academic and social situations in the school environment. The setting for these studies was an inner-city intermediate school with approximately 423 students in the 1984-85 school year. Over 95 percent of the students were American-born Blacks; the rest were Blacks from the Islands or Hispanic. Major findings include the following: students' responses to the Academic Coping Inventory in two successive years revealed only very modest continuities in students' coping styles from year to year although there was considerable continuity in students' perceptions of stress level from year to year. This may suggest that coping is not a trait but a complex amalgam of thoughts and behaviors. For the groups of students at the extremes on achievement and perceptions of stress, some of the differences in coping styles showed more continuity. For example, there seems to have been a developmental trend toward more positive coping. Students' appraisals of their efficacy in socially stressful situations appear to have been more realistic than those in the academic context. Teachers saw higher achieving students as higher in positive academic and social coping behaviors. A number of gender differences in coping styles were revealed. Four statistical tables are included. (KH)
Descriptors: Academic Achievement, Behavior Patterns, Black Students, Coping, Educational Environment, Elementary Education, Intermediate Grades, Interpersonal Relationship, Minority Group Children, Self Concept, Sex Differences, Stress Management, Student Attitudes, Student School Relationship, Urban Schools
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Grant (W.T.) Foundation, New York, NY.
Authoring Institution: Public Education Association, New York, NY.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 22, 1987).