Variables affecting the school adaptation of secondary-school students who do not seek help: attachment, coping style, positivity, and prospects
Variables affecting the school adaptation of secondary-school students who do not seek help: attachment, coping style, positivity, and prospects
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DOI：
10.1080/02673843.2020.1717559
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发表时间：
2020-12-31
影响因子：
4.5
通讯作者：
Amai, Kyoko
中科院分区：
文献类型：
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作者：
Amai, Kyoko
在许多国家，拒绝上学是一个严重的社会问题。为帮助有压力的学生，提供了多种社会支助，包括学校辅导员和教师。然而，这些支持可能对“非寻求帮助者”-那些即使有严重问题也不寻求帮助的人-没有用处。由于对非求助者认知的研究较少，因此有必要确定影响非求助者学校适应的内部因素。本研究旨在探讨非求助者的学校适应与依恋、压力应对方式以及三个心理变量（信任、积极性和前景）之间的关系。两个横断面研究（N = 960，49.5%的男孩，N = 658，51.8%的男孩，分别）揭示了依恋的重要性，心理因素的干预的可能性，和有限的压力应对策略的影响，当学生的问题是严重的。一些干预措施，包括检索引起的遗忘和建模，建议作为支持非寻求帮助者之前，他们的问题变得可怕。
School refusal is a severe social issue in many countries. For helping students who experience stress, multiple social supports including school counsellors and teachers have been provided. However, these supports may not be useful for 'non-help-seekers' - those who do not seek help even when they have serious problems. Given the scarce research on non-help-seekers' cognition, it is essential to identify internal factors that affect non-help-seekers' adaptation in school. The current study examined the associations between non-help-seekers' school adaptation and attachment, stress-coping style, and three psychological variables: trust, positivity, and prospects. Two cross-sectional studies (N = 960, 49.5% boys; N = 658, 51.8% boys, respectively) revealed the importance of attachment, a possibility of interventions to psychological factors, and the limited effect of stress coping strategies when a student's problem is severe. Several interventions including retrieval-induced forgetting and modelling were suggested as support for non-help-seekers before their problems become dire.