Abstract
School failure is expensive—to American society, to families, and to individual children. According to some estimates, the national rate of school dropout hovers between 25 and 30% (United States Department of Education, 1985). Its distribution across geography, race, and ethnic groups ranges from essentially zero in some predominantly Caucasian suburban school districts to over 60% for African-American inner-city children (Hamack, 1986; Levin, 1986). Over 700,000 young people drop out of school each year (Dryfoos, 1990). Adolescents who leave before completing a high school degree are more likely to face unemployment and to earn significantly lower incomes (Rumberger, 1987). In addition, they are more likely to participate in a host of socially undesirable activities, including drug and alcohol use, gang activity, teenage pregnancy, and delinquent acts (Fad & Ryser, 1993).
Each child who fails to learn is a personal tragedy and a social loss. Children with inadequate education are more likely to become adults who are unemployed, on welfare, imprisoned, or who bear children out of wedlock. A nation whose future depends upon a smaller pool of future workers is undermined by each child who fails to acquire essential knowledge and skills.
National Commission on Children, 1993
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ainsworth, M. D. S. (1979). Infant—mother attachment. American Psychologist, 34(10), 932–937.
Ainsworth, M. D. S. (1989). Attachment beyond infancy. American Psychologist, 44, 709–716.
Alpert-Gillis, L. J., Pedro-Carroll, J. L., & Cowen, E. L. (1989). The Children of Divorce Intervention Program: Development, implementation, and evaluation of a program for young urban children. Journal of Consulting and Clinical Psychology, 57, 583–589.
Ames, C., & Ames, R. (1984). Research on motivation in education: Vol. 1: Student motivation. San Diego: Academic Press.
Ames, C., & Ames, R. (1985). Research on motivation in education: Vol. 1. The classroom milieu. San Diego: Academic Press.
Ayers, T. S., Sandler, I., Bernzweig, J., Harrison, R., Wampler, T., & Lustig, J. (1989). Handbook for the content analysis of children’s coping responses. Unpublished manuscript, Arizona State University, Tempe.
Baldwin, M. W. (1992). Relational schemas and the processing of social information. Psychological Bulletin, 112, 461–484.
Band, E. B., & Weisz, J. R. (1988). How to feel better when it feels bad: Children’s perspectives on coping with everyday stress. Developmental Psychology, 24, 247–253.
Bandura, A. (1977). Self-efficacy: Toward a unified theory of behavioral change. Psychological Review, 84, 191–215.
Bandura, A. (1986). The social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 486–598.
Borkowski, J. G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. In B. Jones & L. Idol (Eds.), Dimensions of thinking (pp. 53–92). Hillsdale, NJ: Erlbaum.
Brandtstaedter, J., & Renner, G. (1990). Tenacious goal pursuit and flexible goal adjustment: Explication and age-related analysis of assimilative and accommodative strategies of coping. Psychology and Aging, 5(1), 58–67.
Brandtstaedter, J., Wentura, D., & Greve, W. (1993). Adaptive resources of the aging self: Outlines of an emergent perspective. International Journal of Behavioral Development, 16(2), 323–349.
Bretherton, I. (1985). Attachment theory: Retrospect and prospect. In I. Bretherton & E. Waters (Eds.), Growing points of attachment theory and research. Monographs for the Society for Research in Child Development, 50 (Serial No. 209), pp. 3–35.
Cassidy, J. (1988). Child-mother interaction and the self in six-year-olds. Child Development, 59, 121–134.
Causey, D. L., & Dubow, E. F. (1992). Development of a self-report measure for elementary school children. Journal of Clinical Child Psychology, 21(1), 47–59.
Coleman, M. R. (1992). A comparison of how gifted/LD and average/LD boys cope with school frustration. Journal for the Education of the Gifted, 15(3), 239–265.
Compas, B. (1993, April). An analysis of “good” stress and coping in adolescence. Paper presented at the 60th meeting of the Society for Research in Child Development, New Orleans, LA.
Compas, B. E. (1987). Coping with stress during childhood and adolescence. Psychological Bulletin, 101, 393–403.
Compas, B. E., Banez, G. A., Malcarne, V., & Worsham, N. (1991). Perceived control and coping with stress: A developmental perspective. Journal of social Issues, 47 (4), 23–34.
Compas, B. E., Malcarne, V. L., & Fondacaro, K. M. (1988). Coping with stressful events in older children and young adolescents. Journal of Counseling and Clinical Psychology, 56, 405–411.
Connell, J. P. (1990). Context, self, and action: A motivational analysis of self-system processes across the life-span. In D. Cicchetti & M. Beeghly (Eds.), The self in transition: From infancy to childhood (pp. 61–97). Chicago: University of Chicago Press.
Connell, J. P., & Illardi, B. C. (1987). Self-system concomitants of discrepancies between children’s and teachers’ evaluation of academic competence. Child Development, 58, 1297–1307.
Connell, J. P., & Ryan, R. M. (1984). A developmental theory of motivation in the classroom. Teacher Education Quarterly, 11, 64–77.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology (Vol. 23, pp. 43–77). Chicago: University of Chicago Press.
Crittendon, P. M. (1990). Internal representational models of attachment relationships. Infant Mental Health Journal, 11, 259–277.
DeCharms, R. (1968). Personal causation. New York: Academic Press.
Deci, E. L., Connell, J. P., & Ryan, R. M. (1985). A motivational analysis of self-determination and self-regulation in the classroom. In C. Ames & R. Ames (Eds.), Research on motivational analysis of self-determination and self-regulation in the classroom (pp. 13–52). San Diego: Academic Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. (1981). An instrument to assess adults orientations toward control versus autonomy with children: Reactions on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650.
Dickey, J. P., & Henderson, P. (1989, February/March). What young children say about stress and coping in school. Health Education, 14–17.
Dryfoos, J. G. (1990). Adolescents at risk. Prevalence and prevention. New York: Oxford University Press.
Dweck, C. S. (1991). Self-theories and goals: Their role in motivation, personality, and development. In R. A. Dienstbier (Ed.), Nebraska Symposium on Motivation. Lincoln: University of Nebraska Press.
Dweck, C. S., & Elliott, E. S. (1983). Achievement motivation. In P. H. Mussen (Series Ed.) & E. M. Hetherington (Vol. Ed.), Handbook of child psychology: Vol. IV: Socialization, personality, and social development (pp. 643–691). New York: Wiley.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
Dweck, C. S., & Wortman, C. B. (1982). Learned helplessness, anxiety, and achievement motivation: Neglected parallels in cognitive, affective, and coping responses. In H. W. Krohne & L. Laux (Eds.), Achievement, stress, and anxiety (pp. 93–115). New York: Hemisphere Publishing.
Ebata, A. T., & Moos, R. H. (1991, April). Coping and adjustment in distressed and healthy adolescents. Journal of Applied Developmental Psychology, 12, 33–54.
Eccles, J. S., Midgley, A., & Adler, T. (1984). Grade-related changes in the school environment: Effects on achievement motivation. In J. G. Nicholls (Ed.), The development of achievement motivation (Vol. 3, pp. 283–331). Greenwich, CT: JAI.
Edge, C., & Skinner, E. A. (1997, April). Coping, control, and the development of children’s engagement in school. Poster presented at the Biennial Meetings of the Society for Research in Child Development, Washington, D.C.
Fad, K. S., & Ryser, G. R. (1993). Social/behavioral variables related to success in general education. Remedial and Special Education, 14(1), 25–35.
Fagen, S. A. (1984). Integrating frustration management into the language arts/reading curriculum. The Pointer, 28(4), 29–32.
Fanshawe, J. P., & Burnett, P. C. (1991). Assessing school-related stressors and coping mechanisms in adolescents. British Journal of Educational Psychology, 61, 92–98.
Foersterling, F. (1985). Attributional retraining: A review. Psychological Bulletin, 98, 495–512.
Folkman, S. (1984). Personal control and stress and coping processes: A theoretical analysis. Journal of Personality and Social Psychology, 46(4), 839–852.
Fox, N. (Ed.). (1994). The development of emotion regulation: Biological and behavioral considerations. Monographs of the Society for Research in Child Development, 59(2–3, Serial No. 240).
Garmezy, N. (1983). Stressors of childhood. In N. Garmezy & M. Rutter (Eds.), Stress, coping and development in children (pp. 43–84). New York: McGraw-Hill.
Garmezy, N., & Rutter, M. (Eds.). (1983). Stress, coping and development in children. New York: McGraw-Hill.
Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence: A social contextual perspective. Journal of Educational Psychology, 81, 143–154.
Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508–517.
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parent’s involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237–252.
Hagen, J. W., Barclay, C. R., & Newman, R. S. (1982). Metacognition, self-knowledge, and learning disabilities: Some thoughts on knowing and doing. Topics in Learning and Learning Disabilities, April, 19–25.
Haggerty, R., Sherrod, L., Garmezy, N., & Rutter, M. (1994). Stress, risk, and resilience in children and adolescents. New York: Cambridge University Press.
Hamack, F. M. (1986). Large school systems; drop-out reports: An analysis of definitions, procedures, and findings. Teacher’s College Record, 87(3), 324–341.
Harter, S. (1978). Effectance motivation reconsidered: Toward a developmental model. Human Development, 21, 36–64.
Harter, S. (1983). Developmental perspectives on the self system. In E. M. Hetherington (Ed.), Handbook of child psychology: Socialization, personality, and social development (pp. 275–385). New York: Wiley.
Heckhausen, J., & Schulz, R. (1995). A life-span theory of control. Psychological Review, 102, 284–304.
Illardi, B. C., & Bridges, L. J. (1988). Gender differences in self-system processes as rated by teachers and students. Sex Roles, 18, 333–343.
Ingraham, C. I. (1985). Cognitive-affective dynamics of crisis intervention for school entry, school transition, and school failure. School Psychology Reports, 14, 266–279.
Jason, L. A., Kurrasaki, K., Neuson, L., & Garcia, C. (1993). Training parents in a preventive intervention for transfer children. The Journal of Primary Prevention, 13, 213–227.
Kamann, M. P., & Wong, B. Y. L. (1993). Inducing adaptive coping self-statements in children with learning disabilities through self-instruction training. Journal of Learning Disabilities, 26, 630–638.
Klebanov, P. M., & Brooks-Gunn, J. (1992). Impact of maternal attitudes, girl’s adjustment, and cognitive skills upon academic performance in middle and high school. Journal of Research on Adolescence, 2(1), 81–102.
Kliewer, W. (1991). Coping in middle childhood: Relations to competence, type A behavior, monitoring, blunting, and locus of control. Developmental Psychology, 27, 689–697.
Knapp, L. G., Stark, L. J., Kurkjian, J. A., & Spirito, A. (1991). Assessing coping in children and adolescents: Research and practice. Educational Psychology Review, 3(4), 309–333.
Kopp, C. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199–214.
Krohne, H. W., & Laux, L. (1982). Achievement, stress, and anxiety. New York: Hemisphere Publishing.
Kurtz, B. E., & Borkowski, J. G. (1984). Children’s metacognition: Exploring relations between knowledge, process, and motivational variables. Journal of Experimental Child Psychology, 37, 335–354.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
Levin, H. M. (1986). Educational reform for disadvantaged students. Washington, DC: National Education Associates.
Lewis, H. W. (1984). A structured group counseling program for reading disabled elementary students. The School Counselor, May, 454–459.
Lynch, M., & Cicchetti, D. (1992). Maltreated children’s reports of relatedness to their teachers. New Directions for Child Development, 81–107.
Mantzicopoulos, P. (1990). Coping with school failure: Characteristics of students employing successful and unsuccessful coping strategies. Psychology in Schools, 27, 138–143.
Mellor-Crummey, C. A., Connell, J. P., & Trachtenberg, S. (1989, April). Children’s coping in social situations. Paper presented at the Biennial Meetings of the Society for Research in Child Development, Kansas City, MI.
Miller, S., & Green, M. L. (1990). Coping with stress and frustration: Origins, nature, and development: Origins, nature, and development. In M. Lewis & C. Saarni (Eds.), The socialization of emotions (pp. 263–314). New York: Plenum Press.
Mischel, H. N., & Mischel, W. (1983). The development of children’s knowledge of self-control strategies. Child Development, 54, 603–619.
Moos, R. H., & Billings, A, G. (1982). Conceptualizing and measuring coping resources and coping processes. In L. Goldberger & S. Breznitz (Eds.), Handbook of stress: Theoretical and clinical aspects (pp. 212–230). New York: Free Press.
Nelson, W. M., Hart, K. J., & Finch, A. J. (1993). Anger in children: A cognitive-behavioral view of the assessment-therapy connection. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 11, 135–150.
Nelson-LeGall, S. (1985). Help-seeking behavior in learning. In E. W. Gordon (Ed.), Review of research in education (Vol. 12, pp. 55–90). Washington, DC: American Educational Research Association.
Newman, R. (1990). Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 71–80.
Pearlin, L.I., & Schooler, C. (1978). The structure of coping. Journal of Health and Social Behavior, 19, 2–21.
Plante, T. G., & Goldfarb, L. P. (1993). Are stress and coping associated with aptitude and achievement testing among children? A preliminary investigation. Journal of School Psychology, 31, 259–266.
Roth, S. & Cohen, L. (1986). Approach, avoidance, and coping with stress. American Psychologist, 41, 813–819.
Rothbaum, F., Weisz, J. R., & Snyder, S. S. (1982). Changing the world and changing the self: A twoprocess model of perceived control. Journal of Personality and Social Psychology, 42(1), 5–37.
Rumberger, R. W. (1987). High school dropouts: A review of issues and evidence. Review of Educational Research, 57, 101–121.
Rush, S., & Vitale, P. A. (1994). Analysis for determining factors that place elementary students at risk. Journal of Educational Research, 87, 325–333.
Rutter, M. (1983). Stress, coping and development: Some issues and some questions. In N. Garmezy & M. Rutter (Eds.), Stress, coping and development in children (pp. 1–41). New York: McGrawHill.
Rutter, M. (1989). Pathways from childhood to adult life. Journal of Child Psychology, 30(1), 23–51.
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450–461.
Ryan, R. M., & Connell, P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.
Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children’s perception. Journal of Personality and Social Psychology, 50, 550–558.
Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 9, 48–58.
Schunk, D. H., & Hanson, A. R. (1985). Peer models: influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 77, 313–322.
Skinner, E. A. (chair). (1993, March). The search for “good” stress and coping: An analysis of developmentally adaptive stress and coping across the lifespan. Symposium presented at the biennial Meetings of the Society for Research in Child Development, New Orleans, LA.
Skinner, E. A. (1995). Motivation, coping and control. Newbury, CA: Sage.
Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71, 549–570.
Skinner, E. A., Altman, J., & Sherwood, H. (1991a, July). An analysis of open-ended interviews of children’s coping in the domains of academics and friendship. Paper presented at the biennial meetings of the International Society for the Study of Behavioral Development, Minneapolis, MN.
Skinner, E. A., Altman, J., & Sherwood, H. (1991b). Coding manual for children’s coping in the domains of school and friendship. Technical report, University of Rochester, New York.
Skinner, E. A., Altman, J., & Sherwood, H. (1993). An analysis of open-ended interviews of children’s coping in the domains of academics and friendship. Unpublished manuscript.
Skinner, E. A., Altman, J., Edge, K., Sherwood, H., Yoder, R., & Grossmann, S. J. (1997). A catalog of coping categories. In preparation.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
Skinner, E. A., & Wellborn, J. G. (1992). Children’s coping in the academic domain. Technical report, University of Rochester, New York.
Skinner, E. A., & Wellborn, J. G. (1994). Coping during childhood and adolescence: A motivational perspective. In D. Featherman, R. Lerner, & M. Perlmutter (Eds.), Life-span development and behavior (pp. 91–133). Hillsdale, NJ: Erlbaum.
Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I’ve got it: The role of perceived control in children’s engagement and school achievement. Journal of Educational Psychology, 82, 22–32.
Skinner, E. A., Zimmer-Gembeck, M., & Connell, J. (1995, March). Individual trajectories of perceived control from third to seventh grade: Relations to children’s engagement vs. disaffection. Poster presented at the meetings of the Society for Research in Child Development, Indianapolis, IN.
Special section. (1990). Journal of Educational Psychology, 82.
Spirito, A., Stark, L. J., Grace, N., & Stamoulis, D. (1991). Common problems and coping strategies reported in childhood and early adolescence. Journal of Youth and Adolescence, 20(5), 531–544.
Stark, L. J., Spirito, A., Williams, C. A., & Guevremont, D. C. (1989). Common problems and coping strategies I. Findings with normal adolescents. Journal of Abnormal Child Psychology, 17, 203–212.
Stipek, D., Recchia, S., & McClintic, S. (1992). Self-evaluation in young children. Monographs of the Society for Research in Child Development, 57(1, Serial No. 226).
Tero, P. F., & Connell, J. P. (1984, April). When children think they’ve failed: An academic coping inventory. Paper presented at the American Educational Research Association, New Orleans, LA.
Timberlake, E. M., Barnett, L. B., & Plionis, L. B. (1993). Coping with self and academic talent. Child and Adolescent Social Work Journal, 10.
United States Department of Education. (1985). Secretary priorities and concerns for the Department of Education during fiscal year 1986. Washington, DC: United States Department of Education.
Wade, B. E. (1981). Highly anxious pupils in formal and informal primary classrooms: The relationship between inferred coping strategies and cognitive attainment. British Journal of Educational Psychology, 51, 39–49.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3–25.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548–573.
Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
Weisz, J. (1993, April). An analysis of “good” stress and coping in middle childhood. Paper presented at the 60th meeting of the Society for Research in Child Development, New Orleans, LA.
Weisz, J. R. (1986). Understanding the developing understanding of control. In M. Perlmutter (Ed.), social cognition: Minnesota Symposium on Child Psychology (Vol. 18, pp. 219–278). Hillsdale, NJ: Erlbaum.
Wellborn, J. G. (1991). Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain. Unpublished doctoral dissertation, University of Rochester, New York.
Wellborn, J. G. (1996). Parents as sources of support: A motivational perspective on parental social support and academic coping in early adolescence. Unpublished manuscript, Vanderbilt University, Nashville.
Wellborn, J. G., Mellor-Crummey, C. A., Connell, J. P., & Skinner, E. A. (1990, August). A motivational perspective on children’s coping in the academic and social domains. Paper presented at the American Psychological Association, New Orleans, LA.
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–333.
Wigfield, A., Eccles, J. S., Maclver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children’s domain-specific self-perceptions and general selfesteem across the transition to junior high school. Developmental Psychology, 27(4), 552–565.
Work, W. C., Levinson, H. R., & Hightower, A. D. (1987). What I usually do: A measure of elementary children’s coping strategies. Unpublished manuscript, University of Rochester, Center for Community Study, Rochester, NY.
Yoder, R. W. (1996). The effects of parent involvement, structure, and autonomy support on children’s help-seeking and problem-solving coping in school. Unpublished master’s thesis. Portland State University, Portland, OR.
Zeitlin, S., & Williamson, G. (1994). Coping in young children: Early intervention practices to enhance adaptive behavior and resilience. Baltimore: Brookes.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1997 Springer Science+Business Media New York
About this chapter
Cite this chapter
Skinner, E.A., Wellborn, J.G. (1997). Children’s Coping in the Academic Domain. In: Wolchik, S.A., Sandler, I.N. (eds) Handbook of Children’s Coping. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-2677-0_14
Download citation
DOI: https://doi.org/10.1007/978-1-4757-2677-0_14
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4419-3269-3
Online ISBN: 978-1-4757-2677-0
eBook Packages: Springer Book Archive