This longitudinal study aimed to analyse what coping strategies 8- and 12-year-old children use in frustrating situations. The participants were Hungarian students and their teachers. In the first investigation, children were aged 8 (N=52), and then they were re-examined four years later (N=45). Two Likert-type questionnaires (teacher and student versions) were developed and administered in the study. The instruments proved to be highly reliable (Cronbach’s α: .84-.86). The questionnaires enabled the researchers to investigate the following behaviourally observable strategies: physical aggression, verbal aggression, resistance, venting/crying, avoidance, teacher-seeking, peer-seeking, following the norms and following teacher’s instructions. In most frustrating situations, the frequency of physical and verbal aggression and venting increased with age. Both the self and teacher reports indicated that as students grew older, they were less inclined to seek peer or teacher’s help. The correlation between the teacher and self-ratings is weak, particularly in the 12-year-old cohort (p &lt; .05).

Aniko Zsolnai

László Kasik

International Journal of Emotional Education

It is a peer-reviewed, international, electronic journal providing space for high quality, empirically based papers on effective intervention and evaluation in the area of emotional education. The journal has special issues dedicated to specific topics in emotional education, and a book review section.     Some of the areas related covered by the journal include amongst others emotional intelligence, social and emotional development, educational resilience, social and emotional health, social and emotional literacy, social and emotional competence, social, emotional and behaviour difficulties, health promotion in schools, mental health in children and young people, mental health in schools, behaviour management and behaviour modification, teaching and learning.

The International Journal of Emotional Education is a peer-reviewed, international electronic journal that provides a platform for high-quality, empirically based papers on effective interventions and evaluations in the field of emotional education. The journal features special issues dedicated to specific topics within emotional education and includes a book review section. Areas covered by the journal include, but are not limited to, emotional intelligence, social and emotional development, educational resilience, social and emotional health, social and emotional literacy, social and emotional competence, social, emotional, and behavioral difficulties, health promotion in schools, mental health in children and young people, mental health in schools, behavior management and modification, as well as teaching and learning.

《International Journal of Emotional Education》是一本经过同行评审的国际电子期刊，专注于高质量、基于实证的情感教育干预与评估研究。期刊设有专门针对情感教育特定主题的特刊，并包含书评部分。期刊涵盖的相关领域包括情感智力、社会与情感发展、教育韧性、社会与情感健康、社会与情感素养、社会与情感能力、社会、情感和行为困难、学校健康促进、儿童和青少年的心理健康、学校心理健康、行为管理与行为修正，以及教学与学习等。

Short research report : Coping strategies in Hungarian school-age children

ivySCI AI Smartly Parses PDF, Answers Researchers' Questions, and Helps You Understand Papers in Seconds

Journal Info

Category	Quartile
PSYCHOLOGY, EDUCATIONAL	4