Abstract
This article is based on a study in which we investigated the relationship between coping mechanisms manifested by students and their reading level measured by number of errors and time, reading speed comprehension and writing in the case of one group of students (N = 55) with ages between 12-14 years. For this purpose, the Battery for the assessment of developmental dyslexia and dysgraphia was used- DDE-2. The Battery includes eight subtests: five for the analysis of the reading process and three for the analysis of the writing process, and the CERQ Cognitive Emotion Regulation Questionnaire identifies nine coping strategies. The results show that, in general, our group adopts highly adaptive coping strategies in stress management, especially refocusing on planning, positive reassessment, while their dysfunctional coping mechanisms are: ruminating, self-blame.
Highlights
IntroductionOnline teaching / learning can be defined as an alternative form of education in which the continuation of the educational process under normal or self-isolation conditions is ensured, through various digital tools for distance communication
Online teaching / learning can be defined as an alternative form of education in which the continuation of the educational process under normal or self-isolation conditions is ensured, through various digital tools for distance communication.Coping behavior, defined as the totality of cognitive and behavioral efforts to reduce or tolerate the demands created by a stressful transaction (Lazarus & Folkman, 1984)
We used as base studies such as: Geisthard and Munsch (1996), students with learning disabilities reported that they use more cognitive avoidance as a coping mechanism in order to cope with the stress caused by school and family problems (Garcia & Pintrich, 1994)
Summary
Online teaching / learning can be defined as an alternative form of education in which the continuation of the educational process under normal or self-isolation conditions is ensured, through various digital tools for distance communication. Coping behavior, defined as the totality of cognitive and behavioral efforts to reduce or tolerate the demands created by a stressful transaction (Lazarus & Folkman, 1984). We used as base studies such as: Geisthard and Munsch (1996), students with learning disabilities reported that they use more cognitive avoidance as a coping mechanism in order to cope with the stress caused by school and family problems (Garcia & Pintrich, 1994). The authors, Sara Givon and Deborah Court (2009), interviewed 20 Israeli high school students with learning disabilities over three years to identify coping strategies specific to high school students, they identified as coping mechanisms used: “Avoidance", "Rebellion", "Reconciliation" and "Determination". The study by Noala Firth and Erika Frydenberg (2010) on students aged 12 to 13 with learning difficulties, identified a greater use of a generally unproductive coping style in particular, strategies to ignore the problem they face
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