engleski

Self-esteem, anxiety and coping with school failure

The present study is an attempt to investigate the children's and adolescents' coping responses to a failure experience in school in relation to global self-esteem and anxiety. In the pilot study list of 56 items had been collected in the sample of 75 subjects aged from 10 to 15 years. The items were administered to 371 elementary school students of the same age (192 girls and 179 boys). Factor analysis of the data produced four coping strategies: Problem solving, Emotional reactions, forgetting and Social support. Internal consistencies were in the 0.66 to 0.81 range. Children with high self-esteem were less likely to cope using emotional reactions than children with lower self-esteem. Highly anxious subjects reported using more emotional reactions, seeking more social support and more problem solving than students with lower level of anxiety. Stepwise multiple regression were performed using gender, class, school achievement, self-esteem and anxiety as predictors, and coping strategies as criteria variables. Emotional reactions were best predicted by self-esteem and anxiety, problem-solving by school achievement and anxiety, forgetting by class and school achievement and social support by school achievemnt and anxiety.

coping strategies; self concept; anxiety; school achievement

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