Developmental changes in coping: situational and methodological influences.
Previous studies on the development of coping have shown rather inconsistent findings regarding the developmental trajectories for different coping dimensions. The aim of this study is to search for possible influences that might explain these inconsistencies. The analysis focuses on methodological influences (longitudinal vs. cross-sectional assessments) and situational influences. Two samples of children were traced longitudinally with yearly assessments from grade 2 to 5 (sample 1, N =432) and from grade 4 to 7 (sample 2, N =366). A third sample (N =849) was added with cross-sectional assessments from grade 2 to 7. The assessed coping dimensions were related to (a) problem solving, (b) seeking social support, (c) palliative coping, (d) externalizing emotional coping, and (e) avoidant coping. The use of the coping strategies had to be assessed for six stress-evoking situations. The results show only small differences between the longitudinal and the cross-sectional coping assessments. There are, however, clear situational influences on the choice of the coping strategies and also on the resulting developmental trajectories.
Vierhaus
Marc
M
Department of Psychology, University of Bielefeld, Bielfeld, Germany. marc.vierhaus@uni-bielefeld.de
Lohaus
Arnold
A
Ball
Juliane
J
D000223:Adaptation, Psychological; D000293:Adolescent; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003430:Cross-Sectional Studies; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008137:Longitudinal Studies; D008297:Male; D011340:Problem Solving; D011584:Psychology / Q000379:methods*; D012931:Social Environment; D012944:Social Support; D013315:Stress, Psychological / Q000523:psychology*; D011795:Surveys and Questionnaires