2015•Unpublished venueRequires access
The Relationship between Coping Style and Academic Achievement among Junior School Freshmen
Jinyan Xie, Tingting Yao, Xuedan Yang, Rong Huang, Hui Yang, Chengdu Sichuan
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Abstract
Objective: The current study explored the relationship between coping style and academic achievement among junior school freshmen, and provided references for students to adapt to the junior school life and to improve academic achievement. Methods: A total of 218 junior school freshmen were measured by using Simplified Coping Style Questionnaire, and three times’ test scores were recorded. Results: 1) Junior school freshmen took more positive coping, and there was interactive effect on gender and whether the single-parent child was in the coping tendency. 2) The positive coping students were significantly higher than the negative coping students in terms of academic achievement. 3) There was significant positive correlation between positive coping style and academic achievement, and positive coping could positively predict academic achievement. Conclusions: Positive coping style significantly correlated with academic achievement.