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WHDL - 00010461

An examination of psychosocial adjustment and coping strategies of adolescents enrolled in accelerated learning programs

Mary A. Dowski

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Northwest Nazarene University

Description / Abstract

As more opportunities abound for students to accelerate their learning during middle and high school, research is limited in the relationship between accelerated learning and the psychosocial adjustment of adolescents. This explanatory correlation research study provided additional empirical evidence of the relationship between accelerated studies, psychosocial adjustment, and the coping strategies adolescents utilize. Participants were 93 eighth to twelfth grade students enrolled in accelerated learning courses in a northwestern state in the United States. Students were administered instruments measuring their perceptions of: stress, life satisfaction, internalizing and externalizing behaviors, suicidal ideation, academic beliefs and task values, school climate, and coping strategies. Correlation coefficients determined relationships between psychosocial adjustment, age, number of accelerated learning program classes, gender and coping variables of students participating in accelerated learning programs. Results suggest that additional research is needed in the exploration of the relationship between number of accelerated learning program classes adolescents participate in and their psychosocial adjustment. Gender had few significant relationships to other variables and grade level correlated with psychological factors, life satisfaction, motivation, school climate, and grade point average. There were statistically significant, strong to weak correlations amongst psychosocial adjustment variables; and in particular, an intricate association between psychological indicators of possible mental health issues, stress, life satisfaction, school functioning, age, and coping strategies.

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Copyright Notes

This material is used by permission of the rightsholder in accordance with the terms of the relevant content release. As a user, you have permission to use this content and download a copy for non-commercial use only. Downloading multiple quantities of this resource is expressly forbidden.

Keywordsaccelerated learning, adolescent psychosocial adjustment, stress, psychosocial functioning, school functioning, adolescence, expectancy-value model

Degree AwardedDoctor of Philosophy in Educational Leadership

Awarding InstitutionNorthwest Nazarene University

Committee MembersJennifer Hill, Brenda Freeman

Supervisor or ChairRussell Joki

Peer Reviewed?No

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