Frydenberg and Lewis (1997) designed the Coping Scale for Adults (CSA) as an instrument to be used by parents, teachers, and administrators to develop their coping resources. This review of six studies using the CSA examined its validity and utility. The studies showed signifiant relationships between nonproductive CSA coping strategies and a number of undesired outcomes such as low self-esteem, feelings of being overwhelmed, and stress. Similarly, a consistent pattern of findings across studies linked the produaive strategies of the CSA to more positive outcomes and less negative ones. The findings appear to provide support for recent research indicating that the linkage between maladaptive styles and negative outcomes is stronger than are links between productive styles and productive outcomes. Consequently, therapeutic enhancement of productive coping strategies needs to be distinguished from therapeutic weakening of nonproductive coping strategies.

From an initial sample of 747 primary school students, the top 16 percent (n = 116) with high self-esteem (HSE) and the bottom 15 percent (n = 111) with low self-esteem (LSE) were selected. These two groups were then compared on personol and classroom variables. Significant differences were found for all personol (self-talk, self-concepts) and classroom (teacher feedback, praise, teacher-student relationship, and classroom environment) variables. Students with HSE scored more highly on all variobles. Discriminant Function Analysis (DFA) was then used to determine which variables discriminated between these two groups of students. Learner self-concept, positive and negative self-talk, classroom environment, and effort feedback were the best discriminators of students with high and low self-esteem. Implications for educational psychologists and teachers are discussed.

Early intervention has become a priority for many researchers interested in reducing the prevalence of anxiety disorders within Australia (Donovan & Spence, 2000). Despite substantial advances in our knowledge of effective intervention protocols, studies investigating preventive intervention for child anxiety are sparse. Universal prevention programs targeting large cohorts of children within community settings are considered most advantageous (Greenburg, Domitrovich, & Bumbarger, 2001), although empirical studies for anxiety in youth are only beginning to emerge. This review of research in anxiety intervention explored protocols shown to have been successful in reducing symptoms of anxiety in youth and to discuss implications for future research. Findings suggested that cognitive behavioural therapy was potentially effective in reducing anxiety symptoms in youngsters when implemented in clinical settings (Kendall, 1994, 1996; Barrett, 1996, 1998) and in school-based preventive intervention (Dadds, Spence, Holland, Barrett, & Laurens, 1998). Future research evaluating the effectiveness of prevention programs at different ages in development has further practical research implications in terms of identifiing the most appropriate time conducive to enhancing long-term intervention effects.

Although numerous studies have considered the benefits of single-sex schooling for secondary students, the results have open been inconclusive or inconsistent. Very few studies have considered the effects of single-sex schooling at the primary level. This paper reports a trial of single-sex Year 7 classes at a Queensland primary school. Measures of academic achievement (number facts, spelling, reading, and mathematics) and teachers’ reports of children’s classroom involvement and motivation were obtained prior to the formation of classes and again at the end of the trial year. Results showed that boys in the single-sex class, who initially displayed lower academic results than all other groups, made significant gains in spelling, reading, and mathematics. There were significant differences in children’s emotional and behavioural engagement across the trial year, with girls in the mixed-sex class demonstrating reduced scores on these measures compared to children in the other classes.

Questions about the development of multiple birth infants have accompanied an increase in their rate. Multiple birth has been associated with preterm birth and a higher incidence of disability than for singletons. The possible influence of birth order (first vs. second born), gender, and birthweight were considered at 4 years in 56 twins (28 pairs) who weighed less than 1500 grams at birth. Gender and birth order differences did not produce significont results in the cognitive, language, behaviour, and motor areas assessed. However, some significant findings in these areas were revealed when children < 1000 and ≥ 1000 grams were compared. The lighter weight group performed less well than the heavier group on the Stanford-Binet Intelligence Scale, in Abstract/Visual Reasoning, Quantitative Reasoning, and Test Composite. Furthermore, results were significantly lower for Fine Motor and Motor Standard Score (Motor Skills Domain of the Vineland Behavior Scales) and for Quality of Language and Intelligibility of Speech. Twins < 1000 grams birthweight need close educational surveillance prior to school entry.

This study investigated the effects of perceived controllobility on information processing within the attributional model of learning (Weiner, 1985, 1986). Attributional style was used to identify trait patterns of controllability for 37 university student. Task-relevant feedback was then manipulated to test for differences in working memory function between participants with high versus low levels of trait controllobility. Trait controllability occurred differently for hi-trait and lo-trait types. Results supported the hypothesis that it exerts a moderating effect on the way task-relevant feedback is processed. This selective encoding of information appeared to involve limitations inherent to the working memory system that affect processing efficiency, marking an important consideration for the way in which information is presented during the learning process.