Dept. of Pedagogy and Arts, Jan Kochanowski University in Kielce, Kielce, Poland.
J Intellect Disabil Res. 2018 Jun;62(6):581-592. doi: 10.1111/jir.12497. Epub 2018 Apr 22.
The purpose of this study was to find differences in general life satisfaction in adolescents with mild intellectual disability (MID) with respect to exhibiting a prosocial or an antisocial coping style. According to the ecological approach, using the antisocial style in a competitive school environment (a zero-sum game) may increase personal satisfaction, while in the family, which operates on the principles of 'common good' or 'common failure' (a non-zero-sum game), the antisocial style may reduce general satisfaction of the individual. However, according to the self-regulatory approach, antisocial coping in interactions with parents and teachers in adolescence may increase life satisfaction as it heightens the individual's sense of autonomy. The differences between the two approaches in the hypothesised influence of a particular coping style on life satisfaction led us to conduct empirical research.
A total of 151 students with MID were qualified for the final study (75 females and 76 males). The age of the examined group varied from 18 to 22 years. The study was conducted using the R-PDPI test, which is based on the Strategic Approach to Coping Scale by Hobfoll (). The test measures coping with domination and humiliation from parents and teachers as well as isolation and humiliation from peers (Kurtek ). Next, the Index of General Affect by Campbell et al. () was used to assess general life satisfaction.
Generally, a positive relationship between the indirect prosocial style and life satisfaction was found. Also, the results indicate that using the prosocial coping style to deal with humiliating acts of the mother and dominant acts of the father was connected with increased general life satisfaction, whereas the antisocial coping style employed in these situations - with a lower level of satisfaction. Moreover, it was found that general life satisfaction was positively related to passive and suppressive coping styles but negatively correlated with the antisocial coping style in situations of isolation and humiliation from peers. The paper ends with the discussion and interpretation of the results.
本研究旨在探讨轻度智力障碍（MID）青少年在表现出亲社会或反社会应对方式时，其一般生活满意度是否存在差异。根据生态方法，在竞争激烈的学校环境中使用反社会方式（零和博弈）可能会提高个人满意度，而在以“共同利益”或“共同失败”（非零和博弈）为原则运作的家庭中，反社会方式可能会降低个人的整体满意度。然而，根据自我调节方法，青少年与父母和教师互动时采用反社会应对方式可能会提高生活满意度，因为这会增强个体的自主性意识。两种方法在特定应对方式对生活满意度的假设影响上存在差异，这促使我们进行了实证研究。
共有 151 名 MID 学生符合最终研究条件（75 名女性和 76 名男性）。被试组的年龄从 18 岁到 22 岁不等。研究采用基于 Hobfoll 的战略应对量表的 R-PDPI 测试（）进行。该测试衡量了与父母和教师的支配和羞辱以及与同伴的孤立和羞辱的应对方式（Kurtek ）。接下来，采用坎贝尔等人的一般情感指数（）来评估一般生活满意度。
总体而言，发现间接亲社会方式与生活满意度之间呈正相关。此外，结果表明，在处理母亲羞辱行为和父亲支配行为时，采用亲社会应对方式与提高一般生活满意度有关，而在这些情况下采用反社会应对方式则与较低的满意度有关。此外，还发现一般生活满意度与被动和抑制应对方式呈正相关，而在与同伴的孤立和羞辱相关的情况下，与反社会应对方式呈负相关。最后，本文对结果进行了讨论和解释。
