Research article | Open Access
International Journal of Progressive Education 2022, Vol. 18(1) 42-51
Investigation of the Correlation Between Self-Esteem and Coping Strategies of Students Attending Secondary School
pp. 42 - 51 | DOI: https://doi.org/10.29329/ijpe.2022.426.3
Publish Date: February 01, 2022 | Single/Total View: 647/750 | Single/Total Download: 1.042/1.428
Abstract
The aim of this research is to explore the relationship between self-esteem in secondary school students and coping strategies. This study was carried out with 523 participants from the 6th, 7th and 8th grades of two secondary schools in Aydın. The 292 participants were female students and 230 male students. Of the applicants, 157 are in 6th grade, 238 are in 7th grade and 127 are students in 8th grade. The Coping Scale for Adolescents (Kidcope) and the Coopersmith Self-Esteem Scale were used as a data collection tool. The Pearson Moments Multiplication Correlation Coefficient Technique was used to evaluate the relationship between (Kidcope) CSA scores and the total Coopersmith Self-Esteem Scale score. Multiple regression analysis has tested the predictive intensity of dealing with self-esteem. It has been determined, according to the results, that there is a significant and positive relationship between self-esteem and strategies for coping.
Keywords: Self-Esteem, Coping Strategies, Secondary School Students
APA 7th edition
Ozer, E., & Korkman, H. (2022). Investigation of the Correlation Between Self-Esteem and Coping Strategies of Students Attending Secondary School. International Journal of Progressive Education, 18(1), 42-51. https://doi.org/10.29329/ijpe.2022.426.3
Harvard
Ozer, E. and Korkman, H. (2022). Investigation of the Correlation Between Self-Esteem and Coping Strategies of Students Attending Secondary School. International Journal of Progressive Education, 18(1), pp. 42-51.
Chicago 16th edition
Ozer, Esin and Hamdi Korkman (2022). "Investigation of the Correlation Between Self-Esteem and Coping Strategies of Students Attending Secondary School". International Journal of Progressive Education 18 (1):42-51. https://doi.org/10.29329/ijpe.2022.426.3
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