Children’s coping with academic failure: Relations with contextual and motivational resources supporting competence
There is little consensus on how to conceptualize coping after perceived failure and less is known about the contextual resources that may support or undermine the use of specific coping strategies. This study examined parenting in relation to coping using the framework of self-determination theory and examined the motivational processes through which parenting, specifically parental structure, autonomy support, and involvement, may be associated with coping. Findings showed that the relations between parental structure and parental autonomy support and defensive coping were mediated by perceived control; however, there were also direct effects of structure and autonomy support, unmediated by this motivational resource. Findings also suggest that parent involvement directly predicts mastery coping.
Journal of Early Adolescence
academic competence, coping, motivation, parenting
Raftery-Helmer, Jacquelyn N. and Grolnick, Wendy S., "Children’s coping with academic failure: Relations with contextual and motivational resources supporting competence" (2016). Psychology. 453.