沟通和应变能力是应对压力的预测因素。受试青少年年龄的区分作用

IF 3.6 2区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychology Pub Date : 2023-04-02 DOI:10.5604/01.3001.0016.3381

Elżbieta Napora, Elżbieta Kornacka-Skwara

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引用次数: 0

摘要

计划中的研究有两个目标。第一个目标是确定所选择的变量:弹性和与同伴的沟通，是否显示出与压力应对的关系。二是根据选定的变量，预测青少年应对压力的能力，并将其分为年龄。采用青少年同伴交往量表(SKAR)、弹性测量量表(SPP-18)和压力情境应对问卷(CISS)对年龄在1416岁以下的546名青少年进行了研究。(37%)和1719岁以上(63%)表明，青少年的年龄在应对压力方面起着重要作用。在被调查者中，无论是年轻的还是年长的青少年，在有助于应对压力的预测因素中，与同龄人的沟通都是开放的。幽默感和对新体验的开放性(弹性维度)在年轻和年长的青少年群体中都表现出正相关。本研究的总体结论是，同伴关系中的心理弹性和开放性有利于青少年和大龄青少年采取任务导向的压力应对策略。

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Communication and resilience as predictors of coping with stress. Differentiating role of the age of the examined adolescents

The planned research pursued two objectives. The first goal was to determine whether the selected variables: resilience and communication with peers, show a relationship with stress coping. The second to predict, based on selected variables, the coping with stress by adolescents divided by their age. Research conducted using the Adolescent Communicationwith Peers Scale (SKAR), the Resilience Measurement Scale (SPP-18) and the Coping Questionnaire in Stressful Situations (CISS) on a group of 546 adolescents divided into younger 1416 years of age. (37%) and older aged 1719 (63%) showed that the age of adolescents plays an important role in coping with stress. Among the predictors conducive to copingwith stress in the examined people, both in younger and older adolescents, there is openness in communication with peers. The sense of humour and openness to new experiences (dimension of resilience) showed a positive relationship in both the younger and the older group of adolescents. The general conclusion of the research is that mental resilience andopenness in peer relationships are conducive to undertaking task-oriented strategies of coping with stress by both younger and older adolescents.

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来源期刊

Educational Psychology Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.