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Related Experiment Videos

Coping with failure: relationship with self-concept discrepancy and attributional style.

W T Poon1, S Lau

  • 1Center for Child Development, Hong Kong Baptist University, Hong Kong.

The Journal of Social Psychology
|July 18, 2000
PubMed
Summary

Student self-concept and attributional style influence coping behaviors. Positive styles correlate with problem-solving and reappraisal, while negative styles link to avoidance.

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Area of Science:

  • Psychology
  • Educational Psychology
  • Adolescent Development

Background:

  • Understanding how students cope with failure is crucial for academic and personal well-being.
  • Attributional style and self-concept discrepancy are key psychological factors influencing adolescent behavior.

Purpose of the Study:

  • To investigate the relationship between attributional style, self-concept discrepancy, and coping behaviors in Hong Kong Chinese adolescents.
  • To identify specific patterns of coping strategies associated with different psychological profiles.

Main Methods:

  • Canonical variate analysis was employed to examine the interrelationships between attributional style, self-concept discrepancy, and coping behaviors.
  • Data were collected from 10th-grade students in Hong Kong.

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Main Results:

  • Three significant canonical variate pairs were identified, explaining approximately 20% of the variance in coping behavior.
  • Small self-concept discrepancy and a positive attributional style were linked to planful problem-solving and positive reappraisal.
  • Specific discrepancies (verbal ability, same-sex peers) predicted seeking social support, particularly in girls.
  • Large discrepancies in peer and parent relations correlated with avoidance and escape coping strategies.

Conclusions:

  • Self-concept discrepancy and attributional style significantly predict coping behaviors in adolescents.
  • Findings suggest a new taxonomy of coping: mobilizing internal resources, external resources, or an inability to mobilize resources.
  • Interventions should consider individual attributional styles and self-concept clarity to promote adaptive coping.