@article{2181ec0e-356a-4e63-8d56-a13a153cea17,
author = {Elżbieta  Talik, Kamila Król},
title = {Lęk szkolny a strategie radzenia sobie ze stresem u dzieci. Moderująca rola uogólnionego poczucia własnej skuteczności},
journal = {Psychologia Rozwojowa},
volume = {2014},
number = {Tom 19, Numer 3},
year = {2014},
issn = {1895-6297},
pages = {85-99},keywords = {lęk szkolny; uogólnione poczucie własnej skuteczności; strategie radzenia ­sobie ze stresem; okres młodszy szkolny},
abstract = {This study aims to test whether children with diverse frequency of school anxiety differ in coping strategies and whether the general self-efficacy moderates the relationship between school anxiety and coping strategies. 105 children aged 10–13 were examined with the Anxiety School Questionnaire by L. Czyżniejewska and G. Kopinke; the Self-Efficacy Scale by Z. Juczyński; and JSR-Questionnaire by Z. Juczyński and N. Ogińska-Bulik. The results show that children with higher frequency of school anxiety more often use emotional strategy to cope with stress. The moderating effect of the general self-efficacy on the relationship between school anxiety and coping strategies is not significant.},
doi = {10.4467/20843879PR.14.020.2307},
url = {https://ejournals.eu/czasopismo/psychologia-rozwojowa/artykul/lek-szkolny-a-strategie-radzenia-sobie-ze-stresem-u-dzieci-moderujaca-rola-uogolnionego-poczucia-wlasnej-skutecznosci}
}