Analyzing the Relationship between the Students’ Stress-Coping Styles and School Attachment


Neslin İhtiyaroğlu, Öznur Tulunay Ateş

Abstract


Stress is an integral part of daily life for students like all adults. For this reason, one of the important functions of education is to enable students to learn healthy ways of stress coping. Besides, school attachment, which affects students’ behavioral, psychological and social development, is also influenced by many variables such as stress level. However, in the related literature, the relationship between students’ stress-coping styles and students’ school attachment has not been fully elucidated. In this context, this study examines the predictive role of students’ stress-coping styles on school attachment. The relational research model was used in the study. Five hundred and eighty-seven high school students selected by simple random sampling in Ankara province were administered Coping Styles Inventory and Scale for School Engagement. Using social support differs by sex and school attachment differs by class level. There is a positive relationship between seeking of social support, self-confident approach, optimistic approach and school attachment; a negative relationship between helpless approach and submissive approach and school attachment. Self-confident approach, submissive approach, and seeking of social support are were significant predictors of school attachment. Recommendations as regards increasing the level of student attachment presented in the end of the study.

Keywords


Student, Stress, Stress-coping styles, School attachment.

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About this article

Title

Analyzing the Relationship between the Students’ Stress-Coping Styles and School Attachment

Keywords

Student, Stress, Stress-coping styles, School attachment.

DOI

10.20448/journal.522.2018.44.371.379

Date

2018-07-31

Additional Links

Manuscript Submission

Journal

Asian Journal of Education and Training
Vol 4, No 4 (2018) Page: 371-379

Online ISSN

2519-5387

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Citations

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Authors & Affiliations

Neslin İhtiyaroğlu
Kırıkkale Univesity, Faculty of Education, Yahşihan, Kırıkkale
Turkey

Öznur Tulunay Ateş
Mehmet Akif Ersoy University, Faculty of Education, Burdur
Turkey


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Asian Journal of Education and Training
Online ISSN: 2519-5387

 

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