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Examining prediction models of giving up within a resource-based framework of coping in primary school students with and without learning disabilities

Jason L. Skues, Everarda G. Cunningham, Stephen S. Theiler,

Academic Literature

2016

This study tests a proposed model of coping outcomes for 290 primary school students in Years 5 and 6 (mean age = 11.50 years) with and without learning disabilities (LDs) within a resource-based framework of coping. Group-administered educational and intelligence tests were used to screen students for LDs. Students also completed a questionnaire measuring coping resources, namely student engagement and internal control as well as outcome measures of coping styles and inability to cope. Structural equation modelling revealed that student engagement promoted the use of productive coping strategies for both groups and that this relationship was partially mediated by internal control. Internal control also partially mediated the relationship between student engagement and non-productive coping for students without LDs. Furthermore, less reliance on productive and greater reliance on non-productive coping strategies, respectively, predicted more of a tendency to not cope or give up in both groups. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Publication information

Journal/Publication : International Journal of Disability, Development and Education

Domain/s: Education

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