@article{ref1,
title="Coping strategies of Greek 6th grade students: their relationship with anxiety and trait emotional intelligence",
journal="International journal of learning, teaching and educational research",
year="2017",
author="Antoniou, Alexander-Stamatios and Drosos, Nikos",
volume="16",
number="1",
pages="e842-e842",
abstract="The aim of this study was to investigate children's coping strategies and explore their relationship with anxiety and trait emotional intelligence using a sample of 245 Greek 6th Grade students. Coping strategies are estimated with Kidcope - Children version (Spirito, Stark, & Williams, 1988). Trait Emotional Intelligence is assessed with the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF) (Petrides, Sangareeau, Furnhum, & Frederickson, 2006) and anxiety is assessed with State-Trait Anxiety Inventory for Children (STAIC; Spielberger, 1973).  Students reported &quot;wishful thinking&quot; and &quot;positive coping&quot; as their most frequently used coping strategies, while &quot;blame and anger&quot; is the least used strategy. The results, also, show that trait emotional intelligence is positively correlated with &quot;positive coping&quot; and negatively correlated with &quot;social withdrawal&quot;, &quot;blame and anger&quot;, &quot;passive acceptance/ distraction&quot;, and &quot;wishful thinking&quot;. On the other hand, both trait and state anxiety were positively correlated with &quot;social withdrawal&quot;, &quot;wishful thinking&quot;, and &quot;blame and anger&quot;, and positively correlated with &quot;positive coping&quot;.  Implications for research and early adolescents' counselling are discussed.<p /> <p>Language: en</p>",
language="en",
issn="1694-2493",
doi="",
url="http://dx.doi.org/"
}