Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Early Adolescence
This Article
Right arrow Free Full Text (Free PDF) Free
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Altermatt, E. R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?

Coping With Academic Failure

Gender Differences in Students' Self-Reported Interactions With Family Members and Friends

Ellen Rydell Altermatt

Hanover College, altermattel{at}hanover.edu

This study examined gender differences in the interactions early adolescent students report having with significant others following academic failure and the consequences of these interactions for student worry. The 5th- through 8th-grade students ( N = 297) reported on their general strategies for coping with academic failure, the nature of their everyday interactions with family members and friends following failure, and their levels of academic worry. Gender differences emerged in students' reports of their postfailure interactions and the consequences of these interactions for student worry. The findings are consistent with evidence that girls' interactions are more supportive than boys' interactions but that these seemingly supportive interactions may lead to some negative rather than positive outcomes, including worry.

Key Words: coping • academic achievement • gender differences • family interaction • peer interaction

The Journal of Early Adolescence, Vol. 27, No. 4, 479-508 (2007)
DOI: 10.1177/0272431607302938
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?