Wayment H A, Zetlin A G
Ment Retard. 1989 Oct;27(5):311-6.
Five sentence completion stems about coping were administered to 60 adolescents (30 learning handicapped [mean IQ = 76], 30 nonhandicapped). Content analysis revealed that sources of everyday stress fell into four categories that reflected developmental concerns: frustrated efforts, direct conflict, social injustice, and performance issues. Coping responses were initially coded as active or passive and then further subcategorized into more specific coping behaviors. Analysis indicated that students with learning handicaps did not report any instances of performance issues as a source of stress and gave more passive coping responses than did students who were not handicapped. Sources of stress as well as coping responses revealed group differences in adolescents' perceptions of dependency and control.
我们向60名青少年（30名学习障碍者[平均智商=76]，30名非学习障碍者）给出了五个关于应对方式的句子完成题。内容分析表明，日常压力源可分为四类，反映了发展过程中的问题：努力受挫、直接冲突、社会不公和表现问题。应对反应最初被编码为主动或被动，然后进一步细分为更具体的应对行为。分析表明，有学习障碍的学生没有将任何表现问题视为压力源，并且比没有学习障碍的学生给出了更多被动的应对反应。压力源和应对反应揭示了青少年在依赖感和控制感认知上的群体差异。
