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Peers' Academic Coping as a Resource...

Grimes, Daniel Lee.

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Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School./
Author:	Grimes, Daniel Lee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	141 p.
Notes:	Source: Masters Abstracts International, Volume: 82-02.
Contained By:	Masters Abstracts International82-02.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27737475
ISBN:	9798664719314

Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School.
Grimes, Daniel Lee.

Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 141 p.

Source: Masters Abstracts International, Volume: 82-02.

Thesis (M.S.)--Portland State University, 2020.

This item must not be sold to any third party vendors.

Beginning middle school is a difficult transition for many young adolescents. Academic coping skills and the ability to exhibit motivational resilience in the face of potential academic adversity can contribute to the success with which students navigate this transition. Students' peer group affiliations are known to have the ability to contribute positively to students' academic engagement, motivation, and achievement at this time. The current study explores the potential of a student's peer group members' use of eleven ways of academic coping to affect the change in student academic engagement over the course of the first year of middle school. Data from the entire cohort of 366 sixth students in the only middle school in a small northeastern town were used to investigate several hypotheses. Models were tested using structural equation modeling. Peer group average levels of overall coping profile, combined total adaptive coping, and combined total maladaptive coping did not significantly predict engagement change over the first year of middle school. Peer group average levels of self-encouragement were found to negatively predict engagement change over the first year of middle school, and peer group average levels of rumination were found to positively predict engagement change over the year. These effects were in the opposite direction of what was expected. Possible explanations for the findings are discussed. Strengths and limitations, future research directions, and implications are described.

ISBN: 9798664719314Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Academic coping

Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School.
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