Development of a Self-Report Coping Measure for Elementary School Children

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Abstract
Presents initial findings regarding the reliability and validity of a newly developed self-report coping measure for children. The study also addresses several conceptual issues (e.g., stressor appraisals, cross-situational consistency in coping). As per Roth and Cohen (1986), coping items were conceptualized as comprising approach strategies (i. e., Seeking Social Support, Problem Solving) and avoidance strategies (i. e., Distancing, Internalizing, Externalizing). Fourth through sixth graders (N = 481) rated their use of 34 strategies in response to both an academic and a social stressor. Factor analyses supported this conceptualization of the five coping strategies for each stressor. Internal consistencies and test-retest reliabilities of the coping subscales were in the .6 to .8 range, initial evidence of validity included significant correlations with peer ratings of coping and other indices.