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Korean Journal of School Psychology

A Test of Mediating Effects of Cognitive Variables and Negative Coping Strategies in the Relation Between Elementary School Children's Stress and Internalizing Problems

Abstract

The purpose of this study is to verify the variables that mediate the elementary school children's stress and internalizing problems and find out the mediating pathways of theses variables. For these purposes the correlations between cognitive variables, social support, and coping strategy variables which is known to moderate or mediate between stress and internalizing problems were computed and stepwise multiple regression analysis were conducted. Several structural equation model based on the results of correlation analysis and stepwise multiple regression analysis were hypothesized and tested. The 5th, 6th grade of elementary school children completed questionnaire of stress, attribution style, perceived self-competency, cognitive error, and behavior problems. 548 students were included in the analysis. Results of stepwise multiple regression analysis on stress, cognitive error, and passive coping explained 49.5% variance of internalizing problems. Based on this result, models that assume cognitive variable and passive coping as the mediating variables were hypothesized and the indices for evaluating the fit of structural equation models were compared. In results, negative cognitive variable and passive coping were the partial mediator in the relation between stress and internalizing problems and the stress children experience decreases cognitive error and the level of perceived competency. These results suggest when child complains internalizing problems such as, depression, anxiety, fear, somatic symptom, negative cognitive variable and coping strategy should be explored and educative actions that remedy the negative cognitive variable and coping strategy are needed.

keywords
elementary school children, stress, internalizing problems, cognitive variables, coping strategy
Submission Date
2004-09-17
Revised Date
2004-11-22
Accepted Date

Korean Journal of School Psychology