Coping Factors Underlying Academic Achievement in Senior Adolescence

48

Abstract

Educational activity is accompanied by dramatic qualitative changes in the structure of human consciousness associated with the search, acquisition and assimilation of new information, its use to increase the productivity of one’s activities in various fields. Such dramatic changes are accompanied by stress and, accordingly, the formation and development of methods for overcoming it, coping, aimed at reducing the negative consequences of difficult life situations, their resolution or avoidance. The subject of the research are common factors underlying coping strategies of a complex object — school performance in older adolescents (158 older adolescents aged 15–17 years with different levels of academic achievement). The study used data of the student’s electronic diary and questionnaire “Methods of coping behavior”. According to the results of the Wilcoxon criterion, the choice of coping behavior strategy in older adolescence is not determined by the gender or age of the subject of activity. A similar situation was obtained with respect to academic performance indicators. The explanation of the lack of influence of gender and age on academic performance can be explained by the cumulative score on this very “school intellectual success”, which levels the differences between individual subgroups in individual subjects. The results of factor analysis indicate groups (styles) of coping strategies based on their “passivity”, and at the same time — “emotionality” and “activity”, coupled with a preference for rationality with elements of meta-analytical abilities, their social/individualistic and problematic oriented focus. Moreover, cognitive abilities are interrelated with problem-oriented coping strategies

General Information

Keywords: coping strategy, school performance, senior adolescence

Journal rubric: Empirical and Experimental Research

Article type: scientific article

DOI: https://doi.org/10.21638/spbu16.2022.404

For citation: Sipovskaya Y.I. Coping Factors Underlying Academic Achievement in Senior Adolescence. Vestnik of Saint Petersburg University. Psychology, 2022. Vol. 12, no. 4, pp. 449–457. DOI: 10.21638/spbu16.2022.404.

References

Ageeva, I. A., Latysheva, E. E. (2021). Comparative analysis of coping strategies with stress among students and high school students in quarantine. Mezhdunarodnaia konferentsiia, posviashchennaia 125-letiiu so dnia rozhdeniia B. M. Teplova “Differentsial’naia psikhologiia i psikhofiziologiia segodnia: sposobnosti, obrazovanie, professionalizm” (pp. 294–299). Moscow, Conference Papers. (In Russian)

M. K. Kabardova, Yu. P. Zinchenko, A. K. Osnitsky (eds). Moscow, Institut psikhologii RAN Press. https://doi.org/10.24412/cl-36667-2021-1-294-299 (In Russian)

Aleksandrov, Yu. I., Svarnik, O., Znamenskaya, I. I., Kolbeneva, M. G., Arutyunova, K. R., Krylov, A. K., Bulava, A. I. (2017). Regression as a stage of development. Moscow, Institut psikhologii RAN Press. (In Russian)

Antsyferova, L. I. (1994). Personality in difficult living conditions: rethinking, transformation of situations and psychological defense. Psikhologicheskii zhurnal, 15 (1), 3–18. (In Russian)

Bogacheva, N. V., Sivak, E. V. (2019). Myths about “Generation Z”. Natsional’nyi issledovatel’skii universitet “Vysshaia shkola ekonomiki”, Institut obrazovaniia. Moscow, HSE Press. (In Russian)

Bogomaz, S. A., Filonenko, A. L. (2009). Differences in the choice of coping strategies by persons with different tendencies to manipulative behavior. Sibirskii psikhologicheskii zhurnal, 10, 122–126. (In Russian)

Bosniuk, V., Svitlychna, N., Skliarov, S. (2018). Intellectual resource as a basis of rescue worker’s coping-behavior. Science and Education, 5–6, 61–72.

Bykasova, N. I., Kalyagina, E. A. (2013). Comparative analysis of coping strategies among older adolescents with different levels of academic achievement. Lichnost’, sem’ia i obshchestvo: voprosy pedagogiki i psikhologii, 35(2), 81–87. (In Russian)

Frydenberg E. (1997). Adolescent coping: Theoretical and research perspectives. London; New York, Routhledge.

Khazova, S. A. (2004). Coping behavior of gifted high school students. Psikhologicheskii zhurnal, 5, 59–69. (In Russian)

Khazova, S. A. (2010). Cognitive Resources of Coping Behavior: Empirical Research. Kostroma, KGU named after N. A. Nekrasov Press. (In Russian)

Kholodnaya, M. A. (2021). “Splitting effect” of creativity indicators. Psychology of creativity and giftedness. Sbornik statei Vserossiiskoi nauchno-prakticheskoi konferentsii s mezhdunarodnym uchastiem (pp. 14–18). In 3 pts. D. B. Epiphany (ed.). Moscow. (In Russian)

Kibalchenko, I., Eksakusto, T., Istratova, O. (2022). Conceptual predictors of the adolescents with different cognition types intellectual activity. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10 (1), 93–105.

Krainov, A. L. (2019). Clip thinking in the context of educational practices: socio-philosophical analysis. Izvestiia Saratovskogo universiteta. Novaiaseriia. Ser. Filosofiia. Psikhologiia. Pedagogika, 19 (3), 262–266. (In Russian)

Kryukova, T. L., Kuftyak, E. V. (2007). Coping questionnaire (adaptation of WCQ methodology). Zhurnal lprakticheskogo psikhologa, 3, 93–112. (In Russian)

Markelova N. A. (2013). Intellectual abilities as a factor in coping behavior of high school students. Psychology of stress and coping behavior: materials of the III Intern. scientific-practical. conf. Kostroma, September 26–28 2013: in 2 vols, exec. ed. T. L. Kryukova, E. V. Kuftyak, M. V. Saporovskaya, S. A. Khazov. Kostroma, KSU named after N. A. Nekrasov, 1, 261–263. (In Russian)

Pazukhina, S. V. (2021). Thinking of the digital natives generation in the VUCA world: features of soft skill research of high school students. Kontseptsiia nauchno-metodicheskogo elektronnogo zhurnala, 12, 121–132. https://doi.org/10.24412/2304-120X-2021-11085 (In Russian)

Romashina, E. Yu., Teterin, I. I. (2014). Development of teenagers’ thinking in the conditions of modern information space: a pilot study. Sovremennye problemy nauki i obrazovaniia, 2. Available at: https://science-education.ru/ru/article/view?id=12749 (accessed: 27.04.2022). (In Russian)

Rotenberg, V. S., Bondarenko, S. M. (1999). Difficulties of children’s thinking. Vozrastnaiai pedagogicheskaia psikhologiia: uchebnik (pp. 181–194). Comp. I. V. Dubrovina, A. M. Parishioners, V. V. Zatsepin. Moscow, Akademiia Publ. (In Russian)

Trifonova, A. V. (2021). Interconnection of cognitive abilities and coping strategies in future specialists. Nauka, 12 (1), 130–134. (In Russian)

Rasskazova, E. I., Gordeeva, T. O., Osin, E. N. (2013). Coping strategies in the structure of activity and self-regulation: psychometric characteristics and possibilities of using the COPE methodology. Zhurnal Vysshei shkoly ekonomiki, 10 (1), 82–118. (In Russian)

Rokitskaya, Yu. A. (2018). Factor structure of coping behavior of adolescents. Vestnik Cheliabinskogo gosudarstvennogo pedagogicheskogo universiteta, 3, 220–233. (In Russian)

Sierralta, Z. H. (2000). Features of the mental resources of the individual in early adolescence: coping strategies, defense mechanisms, social intelligence and general intelligence. PhD thesis in Psychology. St Petersburg, St Petersburg State University. (In Russian)

Sipovskaya, Ya. I. (2017). The influence of the gender factor of older adolescents on the manifestations of intellectual competence. Acmeologia, 1 (61), 112–115. (In Russian)

Sipovskaya, Ya. I. (2022). Regression model of successful school intellectual activity. Future of Information and Communication Conference (FICC). 3–4 March 2022, San Francisco, United States. (LNNS, vol. 438). 1, 68–75.

Werner, E. E. (2000). Protective factors and individual resilience. In: J. P. Shonkoff, S. J. Meisels (eds). Handbook of early childhood intervention (pp. 115–132). New York, Cambridge University Press.

Information About the Authors

Yana I. Sipovskaya, PhD in Psychology, Researcher at the Laboratory of the Psychology of Abilities and Mental Resources Named after V.N. Druzhinin, Institute of Psychology, Russian Academy of Sciences, Moscow, Russia, e-mail: syai@mail.ru

Metrics

Views

Total: 99
Previous month: 7
Current month: 0

Downloads

Total: 48
Previous month: 4
Current month: 0