Citation

Ptacek JT, Pierce GR, Eberhardt TL, Dodge KL. Anxiety Stress Coping 1999; 12(4): 427-453.

Copyright

(Copyright © 1999, Informa - Taylor and Francis Group)

DOI

10.1080/10615809908249320

PMID

unavailable

Abstract

The primary goal of this investigation was to explore how the quality of parent-student relationships relates to coping style by examining multiple aspects of this relationship?including support and conflict?and by examining the contribution that both parents' and students' perceptions of their relationship make to students' coping reports. We found that perceptions of conflict and depth in the parent-child relationship were each associated with different styles of coping. Moreover, parents' and students' perceptions each accounted for unique variance in students' coping reports. Greater perceived depth (both parent and student reports) predicted higher problem-focused scores, while students' perceptions of conflict predicted higher emotion-focused coping scores. Specific support provisions reported by students and parents also related differentially to the specific coping styles. Finally, the extent to which parents and students reported coping in a similar fashion was predicted by the quality of their relationship.