Children’s Coping With Academic Failure: Relations With Contextual and Motivational Resources Supporting Competence

There is little consensus on how to conceptualize coping after perceived failure and less is known about the contextual resources that may support or undermine the use of specific coping strategies. This study examined parenting in relation to coping using the framework of self-determination theory...

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Bibliographic Details
Published in:The Journal of early adolescence 2016-11, Vol.36 (8), p.1017-1041
Main Authors: Raftery-Helmer, Jacquelyn N., Grolnick, Wendy S.
Format: Article
Language:English
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Summary:There is little consensus on how to conceptualize coping after perceived failure and less is known about the contextual resources that may support or undermine the use of specific coping strategies. This study examined parenting in relation to coping using the framework of self-determination theory and examined the motivational processes through which parenting, specifically parental structure, autonomy support, and involvement, may be associated with coping. Findings showed that the relations between parental structure and parental autonomy support and defensive coping were mediated by perceived control; however, there were also direct effects of structure and autonomy support, unmediated by this motivational resource. Findings also suggest that parent involvement directly predicts mastery coping.
ISSN:0272-4316
1552-5449
DOI:10.1177/0272431615594459