Thinking styles and academic stress coping among Chinese secondary school students. Issue 8 (14th September 2017)

• Record Type: Journal Article
• Authors: Yuan, Wei; Zhang, Li-Fang; Fu, Mingchen
• Is Part Of: Educational psychology. Volume 37:Issue 8(2017)
• Page Start: 1015
• Page End: 1025
• Publication Date: 2017-09-14
• Subjects: Thinking styles -- academic stress coping -- coping assessment -- secondary school students; Educational psychology -- Periodicals; 370.15
• DOI: 10.1080/01443410.2017.1287343
• Languages: English
• ISSNs: 0144-3410

Abstract

Abstract: This study investigated the predictive power of thinking styles for academic stress coping. Participants were 563 (280 males, 275 females, 8 gender unspecified) secondary school students in grades 7 through 12 from mainland China. Thinking styles were measured using the Thinking Styles Inventory-Revised II which was based on the theory of mental self-government. Coping strategies were measured by the COPE-Revised, which was derived from Carver's COPE (1989). Results showed that thinking styles had statistically significant predictive power for academic stress-coping strategies beyond age and gender, largely in the expected directions. Theoretical implications for research on intellectual styles and coping are discussed; and some practical implications for school teachers and students are proposed.