ANALIZA OBRAZACA SUOČAVANJA SA ŠKOLSKIM NEUSPJEHOM: KOGNITIVNE PROCJENE I ISHODI SUOČAVANJA
The Pattern Analysis of Coping with School Failure: Stress Appraisals and Coping Outcomes

Summary/Abstract: The main goal of this study relates to the description of groups of pupils classified according to their coping pattern using typological approach (Magnusson, 2001) to coping research. Groups are described with respect 590 to their cognitive appraisals of academic stress, and their coping outcomes. Older elementary school pupils (N=586; 6th to 8th grade) participated in this investigation. Data regarding the pupils’ sex, age and grade point average were collected in addition to coping scales, and cognitive appraisals of stressors. Preceding findings (Loncaric, 2007a) indicate that pupils could be classified into six groups according to their pattern of coping with academic stress. Two of the groups consist of pupils who have a very high or very low score on all coping strategies. The remaining pupils were classified into the following four groups: a) pupils focused exclusively on solving the problem, b) those focused on solving the problem and on using social support, c) those focused on minimizing the problem, and d) those that are very emotionally reactive in stressful situations. The results of this study show that students with different coping patterns also differ with respect to their cognitive appraisals of academic stress, and their academic success. Advantages of the pattern analysis approach to coping research in explaining findings from previous correlational research are emphasized.

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