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Academic and general well-being: The relationship with coping

Published online by Cambridge University Press:  12 February 2016

Erica Frydenberg  and
Ramon Lewis
Erica Frydenberg*
Affiliation:
University of Melbourne
Ramon Lewis*
Affiliation:
La Trobe University
*
Faculty of Education, Uiverstiy of Melbourne, Parkville Victoria 3052, Australia
Faculty of Education, Uiverstiy of Melbourne, Parkville Victoria 3052, Australia
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Abstract

There is an increasing concern with the general health and well-being of youth in educational settings. This paper reviews eleven studies which focus on the relationship between adolescents' coping strategies and various aspects of their general and academic well-being. In each of these studies the measure used to assess students' coping responses was the Adolescent Coping Scale (Frydenberg & Lewis, 1993). In one study it was generally found that when it came to young people's depression the use of non-productive coping was a predictor over and above teacher reports of students' well-being. In several other studies it was found that more reported problems, low self-esteem and high perceived academic stress were associated with the use of non productive coping strategies. In a study of gifted young people it was found that those with rigid beliefs about themselves were also likely to use non-productive coping strategies. In the adult community, young women with anorexia nervosa resorted to non productive ways of coping as did university students who were experiencing academic stress. There appears to be general support for the notion that if successful coping is to be increased, it may be helpful to teach ways in which the use of non-productive strategies can be decreased.

Type
Theory and Research
Information
Journal of Psychologists and Counsellors in Schools , Volume 9 , Issue S1: Health, Well-being and Coping in Young People , August 1999 , pp. 19 - 36
Copyright
Copyright © Cambridge University Press 1999

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