[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592592-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-592592-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","asian-journal-of-education-and-training-vol-4-no-4-2018","Asian Journal of Education and Training - Vol. 4 - No. 4 - 2018","","This study analyzes how students’ stress-coping styles predict school attachment among 587 high school students selected by simple random sampling in Ankara province. Participants completed the Coping Styles Inventory and the Scale for School Engagement. Findings show social-support seeking relates positively to school attachment, varying by sex and differing across class levels. Self-confident and optimistic approaches also relate positively, while helpless and submissive approaches relate negatively. Self-confident, submissive, and social-support seeking significantly predict attachment, followed by recommendations to enhance it.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/asian-journal-of-education-and-training-vol-4-no-4-2018/592592/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/asian-journal-of-education-and-training-vol-4-no-4-2018/592592.png","ImageObject",300,407,{"name":42,"@type":43},"Mimi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What relationship does the study examine between coping and school attachment?","Question",{"text":62,"@type":63},"The study examines how students’ stress-coping styles predict school attachment, using a relational research model.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which coping styles show positive or negative links to school attachment?",{"text":67,"@type":63},"Seeking social support, self-confident approach, and optimistic approach show a positive relationship with school attachment, while helpless and submissive approaches show a negative relationship.",{"name":69,"@type":60,"acceptedAnswer":70},"Which coping styles significantly predict school attachment?",{"text":71,"@type":63},"Self-confident approach, submissive approach, and seeking of social support are reported as significant predictors of school attachment.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},592592,1792167667,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Asian Journal of Education and Training  \nVol. 4, No. 4, 371-379, 2018 ISSN(E) 2519-5387  \nDOI: 10.20448/journal.522.2018.44.371.379  \nAnalyzing the Relationship between the Students’ Stress-Coping Styles and School Attachment  \nAbstract  \nStress is an integral part of daily life for students like all adults. For this reason, one of the important functions of education is to enable students to learn healthy ways of stress coping. Besides, school attachment, which affects students’ behavioral, psychological and social development, is also influenced by many variables such as stress level. However, in the related literature, the relationship between students’ stress-coping styles and students’ school attachment has not been fully elucidated. In this context, this study examines the predictive role of students’stress-coping styles on school attachment. The relational research model was used in the study. Five hundred and eighty-seven high school students selected by simple random sampling in Ankara province were administered Coping Styles Inventory and Scale for School Engagement. Using social support differs by sex and school attachment differs by class level. There is a positive relationship between seeking of social support, self-confident approach, optimistic approach and school attachment; a negative relationship between helpless approach and submissive approach and school attachment. Self-confident approach, submissive approach, and seeking of social support are were significant predictors of school attachment. Recommendations as regards increasing the level of student attachment presented in the end of the study.  \nKeywords: Student, Stress, Stress-coping styles, School attachment.  \nContribution/Acknowledgement: Both authors contributed to the conception and design of the study.  \nFunding: This study received no specific financial support.  \nCompeting Interests: The authors declare that they have no conflict of interests.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction .................................................................................................................................................................................... 372  \n2. Method ............................................................................................................................................................................................. 373  \n3. Findings ........................................................................................................................................................................................... 374  \n4. Discussion........................................................................................................................................................................................ 376  \n5. Conclusion and Suggestions ........................................................................................................................................................ 377  \nReferences ............................................................................................................................................................................................ 378  \n1. Introduction  \nHigh-level stress is one of the significant factors that adversely affect the effectiveness and efficiency of individuals, induce physiological, psychological and behavioral problems and make individuals unhappy. Occurring as a result of the individuals’ interaction with the environment, said factor has become an integral part of both the daily life, and today’s business life.  \nEven though stress is a factor that may exist anytime throughout life, it is difficu","cbCairWU3nLS5eZL","https://ap.wps.com/l/cbCairWU3nLS5eZL","pdf",922524,"English","# Introduction\n## Method\n## Findings\n## Discussion\n## Conclusion and Suggestions\n## References","[{\"question\":\"What relationship does the study examine between coping and school attachment?\",\"answer\":\"The study examines how students’ stress-coping styles predict school attachment, using a relational research model.\"},{\"question\":\"Which coping styles show positive or negative links to school attachment?\",\"answer\":\"Seeking social support, self-confident approach, and optimistic approach show a positive relationship with school attachment, while helpless and submissive approaches show a negative relationship.\"},{\"question\":\"Which coping styles significantly predict school attachment?\",\"answer\":\"Self-confident approach, submissive approach, and seeking of social support are reported as significant predictors of school attachment.\"}]","Asian Journal of Education and Training - Vol. 4 - No. 4 - 2018 | PDF",1792074904,23]