Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-26T18:42:45.808Z Has data issue: false hasContentIssue false
  • English
  • Français

Students' and Teachers' Perceptions of Adolescents' Problems and Coping Strategies

Published online by Cambridge University Press:  12 February 2016

John P. Fanshawe  and
Paul C. Burnett
John P. Fanshawe*
Affiliation:
Centre for Cognitive Processes in Learning, Queensland University of Technology
Paul C. Burnett
Affiliation:
Centre for Cognitive Processes in Learning, Queensland University of Technology
*
PhD School of Learning and Developement, QUT: Kelvin Grove Campus, Victoria Park Road Kelvin Grove QLD 4059, Australia
Get access

Abstract

In an investigation of the problems and coping strategies of Australian high school students, comparisons were made between the responses of 1664 students enrolled in Years 8 to 12 in 1988,1620 students enrolled in the same year levels in 1993, and 178 high school teachers in 1993. The subjects completed the High School Stressors Scale (Burnett & Fanshawe, 1997) and the Adolescent Coping Strategies Scale (Burnett & Fanshawe, 1996). Data analyses using MANOVAs, ANOVAs, and t-tests revealed close similarities between the responses of the 1993 students and those of the 1988 students, but a considerable amount of incongruence between the responses of the students and those of the teachers. In particular, the teachers generally seemed to regard their students' problems as being more serious than was acknowledged by the students, and the teachers generally seemed to project a less positive view of adolescents' coping strategies than did the students. These discrepancies are discussed in terms of the different orientations that students and teachers bring to the student-teacher relationship. It is suggested that teachers and counsellors need to take cognisance of the differences between adolescents' perspectives and their own if they are going to be effective in assisting students to develop positive coping strategies and in creating more positive learning environments.

Type
Theory and Research
Information
Journal of Psychologists and Counsellors in Schools , Volume 9 , Issue S1: Health, Well-being and Coping in Young People , August 1999 , pp. 93 - 108
Copyright
Copyright © Cambridge University Press 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, T.M., McConaughy, S.H., & Howell, C.T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psycho-logical Bulletin, 101(2), 213–232.CrossRefGoogle ScholarPubMed
Burnett, P.C., & Fanshawe, J.P. (1996). Measuring adolescent coping strategies: A revalidation of the Adolescent Coping Orientation for Problem Experiences. The Australian Educational and Developmental Psychologist, 13(2), 40–53.CrossRefGoogle Scholar
Burnett, P.C., & Fanshawe, J.P. (1997). Measuring school-related stressors in Adolescents. Journal of Youth and Adolescence, 26(4), 415–428.CrossRefGoogle Scholar
Coyne, G. (1986). Reform a must to meet HSC's critics. ACE News, 5(1), 1.Google Scholar
Ehrenberg, M.F., Cox, D.N., & Koopman, R.F. (1990). The Millon Adolescent Personality Inventory profiles of depressed adolescents. Adolescence, 25, 415–424.Google ScholarPubMed
Elias, M.J. (1989). Schools as a source of stress to children: An analysis of causal and ameliorative influences. Journal of School Psychology, 27, 393–407.CrossRefGoogle Scholar
Elkind, D. (1984). All Grown Up and No Place to Go: Teenagers in Crisis. Reading, MA: Addison-Wesley.Google Scholar
Elkind, D. (1986). Stress and the middle grader. The School Counselor, January, 196–206.Google Scholar
Eskilson, A., Wiley, M.G., Muehlbauer, G., & Dodder, L. (1986). Parental pres-sure, self-esteem and adolescent reported deviance: Bending the twig too far. Adolescence, 21, 501–515.Google Scholar
Fanshawe, J.P. (1989). An investigation of the importance of stress as a factor in the academic performance of Australian adolescents. Report to the Council of the Brisbane College of Advanced Education following a professional experience program during Semester 1, 1988. Kelvin Grove, Qld: Brisbane College of Advanced Education. (ERIC Document Reproduction Service No. ED 309 360)Google Scholar
Fanshawe, J. P. (1994). Adolescent problems and coping strategies: An investigation of stress, problems, coping, and self-esteem among Queensland secondary students preceding and following implementation of a new tertiary entrance system. Unpublished doctoral thesis. Queensland University of Technology, Brisbane.Google Scholar
Fanshawe, J.P., & Burnett, P.C. (1991). Assessing school-related stressors and coping mechanisms in adolescents. British Journal of Educational Psychology, 61, 92–98.CrossRefGoogle ScholarPubMed
Frydenberg, E. (1997). Adolescent Coping: Theoretical and Research Perspectives. London: Routledge.Google Scholar
Frydenberg, E., & Lewis, R. (1991). Adolescent coping styles and strategies: Is there functional and dysfunctional coping? Australian Journal of Guidance and Counselling, 1(1), 35–42.Google Scholar
Frydenberg, E., & Lewis, R. (1993). Boys play sport and girls turn to others: Age, gender and ethnicity as determinants of coping. Journal of Adolescence, 16(3), 253–266.CrossRefGoogle ScholarPubMed
Garbarino, J. (1985). Adolescent Development: An Ecological Perspective. Columbus: Charles E. Merrill.Google Scholar
Hartos, J.L., & Power, T.G. (1997). Mothers' awareness of their early adolescents' stressors: Relation between awareness and adolescent adjustment. Journal of Early Adolescence, 17(4), 371–389.CrossRefGoogle Scholar
Isralowitz, R.E., & Hong, O.T. (1990). Singapore youth: The impact of social status on perceptions of adolescent problems. Adolescence, 25, 357–362.Google ScholarPubMed
King, N.J., Ollendick, T.H., & Gullone, E. (1990). School-related fears of children and adolescents. Australian Journal of Education, 34 (1), 99–112.CrossRefGoogle Scholar
Larson, R., & Asmussen, L. (1991). Anger, worry, and hurt in early adolescence: An enlarging world of negative emotions. In Colten, M. E. & Gore, S. (Eds.), Adolescent Stress: Causes and Con-sequences (pp. 21–41). New York: Aldine de GruyterGoogle Scholar
Luthar, S.S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62(3), 600–616.CrossRefGoogle ScholarPubMed
Marsland, D. (1987). Introduction: Education and youth. In Marsland, D. (Ed.). Education and Youth (pp. 1–20). London: The Falmer Press.Google Scholar
Mates, D., & Allison, K.R. (1992). Sources of stress and coping responses of high school ss. Adolescence, 27, 461–474.Google Scholar
O'Brien, R.W., & Iannotti, R.J. (1993). Differences in mothers' and children's perceptions of urban Black children's life stress. Journal of Youth and Adolescence, 22, 543–557.CrossRefGoogle Scholar
O'Malley, P.M., & Bachman, J.G. (1983). Self-esteem: Changes and stability between ages 13 and 23. Developmental Psychology, 19,257–268.CrossRefGoogle Scholar
Patterson, J.M., & McCubbin, H.I. (1987). Adolescent coping styles and behaviors: conceptualization and measurement. Journal of Adolescence, 10,163–186.CrossRefGoogle ScholarPubMed
Payne, M.A. (1988). Adolescent fears: Some Carribean findings. Journal of Youth and Adolescence, 17(3), 255–266.CrossRefGoogle Scholar
Phares, V., & Compas, B.E. (1990). Adolescents' subjective distress over their emotional / behavioral problems. Journal of Consulting and Clinical Psychology, 58, 596–603.CrossRefGoogle ScholarPubMed
Pombeni, M.L., Kirchler, E., & Palmonari, A. (1990). Identification with peers as a strategy to muddle through the troubles of the adolescent years. Journal of Adolescence, 13, 351–369.CrossRefGoogle ScholarPubMed
Rickwood, D.J. (1995). The effectiveness of seeking help for coping with personal problems in late adolescence. Journal of Youth and Adolescence, 24(6), 685–703.CrossRefGoogle Scholar
Seiffge-Krenke, I. (1993). Coping behavior in normal and clinical samples: More similarities than differences? Journal of Adolescence, 16(3), 285–303.CrossRefGoogle ScholarPubMed
Sharpley, C.F., James, A., & Mavroudis, A. (1993). Self-ratings versus teacher ratings of adolescents' Type A behavior pattern in the normal classroom. Psychology in the Schools, 30(2), 119–124.3.0.CO;2-M>CrossRefGoogle Scholar
Siddique, C.M., & D'Arcy, C. (1984). Adolescence, stress, and psychological well-being. Journal of Youth and Adolescence, 16(1), 59–68.Google Scholar
Simmons, C., & Wade, W. (1988). Contrasting attitudes to education in England and Japan. Educational Research, 30(2), 146–152.CrossRefGoogle Scholar
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: Linking Theory and Intervention (pp. 387–422). New York: Plenum Press.CrossRefGoogle Scholar
Strutynski, P. (1985). A survey of Queensland Year 10,11 and 12 s attitudes to schools and schooling. Brisbane. State Planning Committee, International Youth Year.Google Scholar
Weininger, O. (1990). From the fast track to the fast lane - to what? International Journal of Early Childhood, 22(1), 43–58.CrossRefGoogle Scholar
West, C.K., Willis, C.L., & Sharp, A. (1982). Academic stress among early and mid adolescents in England and in the United States. Journal of Early Adolescence, 2(2), 145–150.CrossRefGoogle Scholar
Wilson, B., & Arnold, J. (1986). Street Kids: Australia's Alienated Young. Blackburn, Vic.: Collins Dove.Google Scholar
Wilson, B., & Wyn, J. (1987). Shaping Futures: Youth Action for Livelihood. Sydney: Allen & Unwin.Google Scholar
Winefield, A.H., & Tiggemann, M. (1993). Psychological distress, work attitudes and intended year of leaving school. Journal of Adolescence, 16(1), 57–74.CrossRefGoogle ScholarPubMed