Students' Stress, Coping Strategies, and School Completion: A Longitudinal Perspective.

Hess, Robyn S.; Copeland, Ellis P.

Notes FAQ Contact Us

Peer reviewed

ERIC Number: EJ640547

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1045-3830

EISSN: N/A

Available Date: N/A

Students' Stress, Coping Strategies, and School Completion: A Longitudinal Perspective.

Hess, Robyn S.; Copeland, Ellis P.

School Psychology Quarterly, v16 n4 p389-405 Win 2001

Investigates the relationship between stressful life change events and coping strategies, and high school completion status among early adolescents. Discriminant analysis was used to build a prediction model and indicated that the coping factors of Social Activities and Seeking Professional Support significantly predicted high school dropout status, whereas Family Involvement was negatively related to this outcome. (Contains 50 references and 2 tables.) (GCP)

Descriptors: Adolescents, Coping, Dropout Research, Dropouts, Family Involvement, Help Seeking, High Schools, Life Events, Longitudinal Studies, Social Behavior, Stress Variables

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Special Issue: "Contemporary Psychological Perspectives on School Completion." For related articles, see CG 558 076-083.