ERIC Number: EJ1026538
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: N/A
Adolescent Girls' Cognitive Appraisals of Coping Responses to Sexual Harassment
Leaper, Campbell; Brown, Christia Spears; Ayres, Melanie M.
Psychology in the Schools, v50 n10 p969-986 Dec 2013
Peer sexual harassment is a stressor for many girls in middle and high school. Prior research indicates that approach strategies (seeking support or confronting) are generally more effective than avoidance strategies in alleviating stress. However, the deployment of effective coping behaviors depends partly on how individuals evaluate different options (i.e., cognitive appraisal). The present study tested sociocultural (ethnicity, parents' education), interpersonal (perceived support from peers, mother, and father), developmental (age, perspective taking), and individual (self-esteem, feminist self-identification) factors as predictors of girls' cognitive appraisals of coping responses to sexual harassment. The sample comprised 304 girls (M age = 15.5 years, range = 14 to 18 years) from diverse socioeconomic and ethnic backgrounds who reported having previously experienced sexual harassment (e.g., unwanted sexual comments or actions). Cognitive appraisals of coping were based on the reported likelihood of confronting, seeking help, or using avoidance in response to sexual harassment. Regression analyses indicated that feminist identity, self-esteem, perspective taking, perceived support, and parents' education were variously related to appraisals of different responses.
Descriptors: Adolescents, Females, Coping, Sexual Harassment, Middle School Students, High School Students, Peer Influence, Parent Influence, Age Differences, Perspective Taking, Ethnicity, Parent Background, Educational Attainment, Self Esteem, Identification (Psychology), Feminism, Help Seeking, Regression (Statistics), Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; High Schools
Authoring Institution: N/A