Parent and teacher effects on academic coping and classroom engagement: Testing a motivational model

• Published in: Motivation and emotion 2018-10, Vol.42 (5), p.638-652
• Main Authors: Raftery-Helmer, Jacquelyn N., Grolnick, Wendy S.
• Format: Article
• Language: English
• Subjects: Autonomy; Behavioral Science and Psychology; Children; Classrooms; Clinical Psychology; Cognitive appraisal; Coping strategies; Original Paper; Personality and Social Psychology; Psychology; Teachers
• ISSN: 0146-7239; 1573-6644
• DOI: 10.1007/s11031-018-9676-4

Little is known about the contextual antecedents and consequences of children’s academic coping. One hundred and eighty-three-sixth grade students participated in a study that examined a process model whereby children’s perceptions of parent and teacher behaviors were associated with children’s coping strategies through children’s appraisals of failure. It also examined whether these coping strategies were then associated with students’ classroom engagement. Results revealed that parent autonomy support was indirectly associated with defensive coping through its effects on children’s appraisals of failure. There was also some support that cognitive appraisals, particularly threat appraisals were indirectly associated with child reported engagement through coping, suggesting that coping appraisals impact children’s engagement and participation in the classroom through their effects on coping behavior/strategy use. The findings underscore the importance of parent autonomy support for children’s appraisals of failure, coping, and engagement.