Coping Strategies in the Family and School Ecosystem

Cristina Sánchez-Romero, Eva María Muñoz-Jiménez, Isabel Martínez-Sánchez and María del Carmen López-Berlanga
Additional contact information
Cristina Sánchez-Romero: Department of Didactics, School Organization and Special Teaching, Faculty of Education, National Distance Education University (UNED), 28040 Madrid, Spain
Eva María Muñoz-Jiménez: International Doctoral School, Faculty of Education, National Distance Education University (UNED), 28040 Madrid, Spain
Isabel Martínez-Sánchez: Department of Research Methods and Educational Diagnosis I, Faculty of Education, National Distance Education University (UNED), 28040 Madrid, Spain
María del Carmen López-Berlanga: López Vicuña Primary School, 28037 Madrid, Spain

Sustainability, 2020, vol. 12, issue 15, 1-10

Abstract: The objective of the present study is to study children’s coping strategies used when faced with different stressors in their daily life (problems with their school work, problems getting along with other children and problems at home with people in their family), in a vulnerable social environment. This objective was evaluated through the Child Coping Questionnaire. The research for this study was conducted through a descriptive, inferential, quantitative, ex post facto design. The sample consisted of 50 schoolchildren from one suburban primary school in Madrid, Spain. The ages of the children range from 8 to 11 years. At present, almost 25% families are in a vulnerable situation. This instrument measures 14 coping categories that analyse positive and self-effective attitudes to favour socio-communicative processes and decision-making in situations of conflict between students. The results indicate that what bothers children the most is, first of all, problems getting along with other children (35.8%), problems with their school work (30.2%) and problems at home with people in their family (24.5%). Regarding their lifestyle outside the school environment and relationship with their family, 38% of participants spend a lot of time outside their home, according to our findings. This result can explain the difficulties in completing their homework that these children have. This can also trigger a curricular gap compared to their reference group, which can sometimes lead to school failure.

Keywords: coping strategy; family; school; vulnerability; curricular gap (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://www.mdpi.com/2071-1050/12/15/6118/pdf (application/pdf)
https://www.mdpi.com/2071-1050/12/15/6118/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:15:p:6118-:d:391678

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().