청소년의 학업스트레스 대처전략의 잠재프로파일에 따른 자기결정성동기, 수업참여와 이탈, 주관적 안녕감의 차이

Abstract

This study was conducted to examine how adaptive and maladaptive academic coping strategies are combined and how different combinations are associated with predictors and outcomes, respectively. A latent profile analysis was applied to the data of 611 adolescents, with five types of regulation on the self-determination continuum as predictors and (dis)engagement and well-being as outcomes. The results were as follows. First, five distinct profiles of coping strategies were identified: low, adaptive, high-adaptive, average, and high-maladaptive profiles. Second, the more students were autonomously motivated, the more they were likely to belong to the adaptive, high-adaptive profiles. In contrast, the lower quality motivation they reported, the less they were likely to belong to the two profiles characterized by high level of adaptive coping strategies. Finally, there were significant differences in (dis)engagement and well-being between the five profiles. The high-adaptive, adaptive, high-maladaptive, average and low profiles were shown to be high on engagement in a descending order. Both low and high-maladaptive profiles displayed the highest disengagement, whereas both adaptive and high-adaptive profiles displayed the lowest disengagement. The adaptive and high-adaptive profiles were higher in well-being than the other three profiles. These findings provide a full understanding of coping strategies adolescents use in the face of academic difficulties and suggest practical implications on targeted interventions to facilitate their reliance on adaptive coping strategies.