Thinking Styles and Academic Stress Coping among Chinese Secondary School Students

Autor/inn/en	Yuan, Wei; Zhang, Li-Fang; Fu, Mingchen
Titel	Thinking Styles and Academic Stress Coping among Chinese Secondary School Students
Quelle	In: Educational Psychology, 37 (2017) 8, S.1015-1025 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1287343
Schlagwörter	Foreign Countries; Cognitive Style; Stress Variables; Stress Management; Coping; Secondary School Students; Predictor Variables; Measures (Individuals); Statistical Significance; China + Suchen Sie Ihr Suchwort? Ausland; Cognitive styles; Kognitiver Stil; Stressmanagement; Stressbewältigung; Bewältigung; Sekundarschüler; Prädiktor; Messdaten
Abstract	This study investigated the predictive power of thinking styles for academic stress coping. Participants were 563 (280 males, 275 females, 8 gender unspecified) secondary school students in grades 7 through 12 from mainland China. Thinking styles were measured using the Thinking Styles Inventory-Revised II which was based on the theory of mental self-government. Coping strategies were measured by the COPE-Revised, which was derived from Carver's COPE (1989). Results showed that thinking styles had statistically significant predictive power for academic stress-coping strategies beyond age and gender, largely in the expected directions. Theoretical implications for research on intellectual styles and coping are discussed; and some practical implications for school teachers and students are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01