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Students' and Teachers' Perceptions of Adolescents' Problems and Coping Strategies

Published online by Cambridge University Press:  12 February 2016

John P. Fanshawe  and
Paul C. Burnett
John P. Fanshawe*
Affiliation:
Centre for Cognitive Processes in Learning, Queensland University of Technology
Paul C. Burnett
Affiliation:
Centre for Cognitive Processes in Learning, Queensland University of Technology
*
PhD School of Learning and Developement, QUT: Kelvin Grove Campus, Victoria Park Road Kelvin Grove QLD 4059, Australia
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Abstract

In an investigation of the problems and coping strategies of Australian high school students, comparisons were made between the responses of 1664 students enrolled in Years 8 to 12 in 1988,1620 students enrolled in the same year levels in 1993, and 178 high school teachers in 1993. The subjects completed the High School Stressors Scale (Burnett & Fanshawe, 1997) and the Adolescent Coping Strategies Scale (Burnett & Fanshawe, 1996). Data analyses using MANOVAs, ANOVAs, and t-tests revealed close similarities between the responses of the 1993 students and those of the 1988 students, but a considerable amount of incongruence between the responses of the students and those of the teachers. In particular, the teachers generally seemed to regard their students' problems as being more serious than was acknowledged by the students, and the teachers generally seemed to project a less positive view of adolescents' coping strategies than did the students. These discrepancies are discussed in terms of the different orientations that students and teachers bring to the student-teacher relationship. It is suggested that teachers and counsellors need to take cognisance of the differences between adolescents' perspectives and their own if they are going to be effective in assisting students to develop positive coping strategies and in creating more positive learning environments.

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. 93 - 108
Copyright
Copyright © Cambridge University Press 1999

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