%0 Journal Article
%T Lęk szkolny a strategie radzenia sobie ze stresem u dzieci. Moderująca rola uogólnionego poczucia własnej skuteczności
%A Talik, Elżbieta
%A Król, Kamila
%J Psychologia Rozwojowa
%V 2014
%R 10.4467/20843879PR.14.020.2307
%N Tom 19, Numer 3
%P 85-99
%K lęk szkolny, uogólnione poczucie własnej skuteczności, strategie radzenia ­sobie ze stresem, okres młodszy szkolny
%@ 1895-6297
%D 2014
%U https://ejournals.eu/czasopismo/psychologia-rozwojowa/artykul/lek-szkolny-a-strategie-radzenia-sobie-ze-stresem-u-dzieci-moderujaca-rola-uogolnionego-poczucia-wlasnej-skutecznosci
%X 
	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.