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The strategies used by 274 4^(th) and 6^(th) graders for coping with stress were assessed by the Daily Hassles Coping Scale(Min & Yoo, 1998), and their behavior problems were assayed by their mothers with the Korean version of Achenbach`s Child Behavi...
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https://www.riss.kr/link?id=A102953622
- 저자
- 발행기관
- 학술지명
- 권호사항
-
발행연도
2001
-
작성언어
Korean
-
KDC
598
-
등재정보
KCI우수등재
-
자료형태
학술저널
- 발행기관 URL
-
수록면
107-122(16쪽)
- 제공처
- 소장기관
-
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부가정보
다국어 초록 (Multilingual Abstract)
The strategies used by 274 4^(th) and 6^(th) graders for coping with stress were assessed by the Daily Hassles Coping Scale(Min & Yoo, 1998), and their behavior problems were assayed by their mothers with the Korean version of Achenbach`s Child Behavior Check List(Oh, Lee, Hong, & Ha, 1997). Data were analyzed by descriptive statistics, 2-way ANOVA, and hierarchical regressions. Findings were that girls used more passive/avoidant coping strategies than boys; 6^(th) graders used more passive/avoidant coping strategies than 4^(th) graders; 6^(th) grade boys had more internalized behavior problems than 4^(th) grade boys; 4^(th) grade girls had more internalized behavior problems than 6^(th) grade girls; passive/avoidant strategies were positively related to internalized behavior; aggressive strategies were positively related to externalized behavior; strategies of seeking social support were negatively related to both internalized and externalized behavior problems.
The strategies used by 274 4^(th) and 6^(th) graders for coping with stress were assessed by the Daily Hassles Coping Scale(Min & Yoo, 1998), and their behavior problems were assayed by their mothers with the Korean version of Achenbach`s Child Behavior Check List(Oh, Lee, Hong, & Ha, 1997). Data were analyzed by descriptive statistics, 2-way ANOVA, and hierarchical regressions. Findings were that girls used more passive/avoidant coping strategies than boys; 6^(th) graders used more passive/avoidant coping strategies than 4^(th) graders; 6^(th) grade boys had more internalized behavior problems than 4^(th) grade boys; 4^(th) grade girls had more internalized behavior problems than 6^(th) grade girls; passive/avoidant strategies were positively related to internalized behavior; aggressive strategies were positively related to externalized behavior; strategies of seeking social support were negatively related to both internalized and externalized behavior problems.
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