title: Coping factors underlying academic achievement in senior adolescence
metadata.name: dc.contributor.author
metadata.value: Sipovskaya, Yana I.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2022-12-27T21:06:10Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2022-12-27T21:06:10Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2022-12
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Sipovskaya Ya. I. Coping factors underlying academic achievement in senior adolescence. Vestnik of Saint Petersburg University. Psychology, 2022, vol. 12, issue 4, pp. 449–457. https://doi.org/10.21638/spbu16.2022.404
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: https://doi.org/10.21638/spbu16.2022.404
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/38750
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: Educational activity is accompanied by dramatic qualitative changes in the structure of human
  consciousness associated with the search, acquisition and assimilation of new information, its
  use to increase the productivity of one’s activities in various fields. Such dramatic changes are
  accompanied by stress and, accordingly, the formation and development of methods for overcoming
  it, coping, aimed at reducing the negative consequences of difficult life situations, their
  resolution or avoidance. The subject of the research are common factors underlying coping
  strategies of a complex object — school performance in older adolescents (158 older adolescents
  aged 15–17 years with different levels of academic achievement). The study used data
  of the student’s electronic diary and questionnaire “Methods of coping behavior”. According
  to the results of the Wilcoxon criterion, the choice of coping behavior strategy in older adolescence
  is not determined by the gender or age of the subject of activity. A similar situation
  was obtained with respect to academic performance indicators. The explanation of the lack
  of influence of gender and age on academic performance can be explained by the cumulative
  score on this very “school intellectual success”, which levels the differences between individual
  subgroups in individual subjects. The results of factor analysis indicate groups (styles) of coping
  strategies based on their “passivity”, and at the same time — “emotionality” and “activity”,
  coupled with a preference for rationality with elements of meta-analytical abilities, their
  social/individualistic and problematic oriented focus. Moreover, cognitive abilities are interrelated
  with problem-oriented coping strategies.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: en
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Vestnik of St Petersburg University. Psychology;Volume 12; Issue 4
metadata.lang: -
metadata.name: dc.subject
metadata.value: coping strategy
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: school performance
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: senior adolescence
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: Coping factors underlying academic achievement in senior adolescence
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 14959-Текст статьи-49881-1-10-20221219.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/38750/1/14959-%d0%a2%d0%b5%d0%ba%d1%81%d1%82%20%d1%81%d1%82%d0%b0%d1%82%d1%8c%d0%b8-49881-1-10-20221219.pdf
resources.format: Adobe PDF
resources.size: 643,69 kB