How do Young Adolescents Cope With Social Problems? An Examination of Social Goals,Coping With Friends,and Social Adjustment

Abstract

This study investigated individual differences in sixth-grade students (N = 181; 47% girls, ethnically diverse) use of friends as a coping resource when dealing with a social stressor with another peer at school. Confirmatory factor analysis supported the hypothesized three factor structure of coping with friends: mastery, avoidance, and nonchalance. Controlling for levels of social self-efficacy, social goal orientations were linked to different types of coping. Specifically, a social development goal was positively associated with mastery coping. A social demonstration-avoid goal was positively associated with avoidance coping. A social demonstration-approach goal was positively associated with nonchalance coping. In turn, individual differences in coping were associated with subsequent social adjustment (measured 3 months later). Specifically, mastery coping was associated with best friendship quality, avoidance coping was associated with anxious solitude, and nonchalance coping was associated with overt aggression.

Keywords

academic/school transitions adjustment coping friendship motivation peer relationships

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