Stress Coping Facilitation and the Promotion toward Personal Growth of Junior High School Students: Development of the Proactive Coping Inventory for Junior High School Students

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  • IIMURA Shuhei
    College of Health and Welfare, J. F. Oberlin University
  • UENO Yuki
    Graduate School of International Studies, J. F. Oberlin University, Research Fellow of the Japan Society for the Promotion of Science (DC1)
  • SHIMIZU Yasuo
    College of Liberal Arts, International Christian University

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  • 中学生の自己成長を意図したストレス対処方略に関する研究―中学生用プロアクティブ・コーピング・インベントリーの作成の試み―
  • チュウガクセイ ノ ジコ セイチョウ オ イト シタ ストレス タイショ ホウリャク ニ カンスル ケンキュウ : チュウガクセイヨウ プロアクティブ ・ コーピング ・ インベントリー ノ サクセイ ノ ココロミ

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Abstract

<p>This study aims to develop the Proactive Coping Inventory for Junior High School Students. The participants consisted of 424 junior high school students (236 males, 188 females; mean age＝13.68 years, SD＝0.94), who responded to socio-demographic questions related to 30 items from the Proactive Coping Inventory for Japanese Junior High School Students. To develop this scale, a statistical analysis was conducted by using exploratory factor analysis, Cronbach’s α reliability analysis, test-retest reliability analysis, and confirmatory factor analysis. The results of an exploratory factor analysis show that the Proactive Coping Inventory for Junior High School Students includes five factors with 25 items: Social Support Seeking, Reflective Coping, Preventive Coping, Strategic Planning, and Proactive Coping. In addition, Cronbach’s α reliability analysis, the test-retest reliability analysis, and the confirmatory factor analysis confirm that the scale had acceptable internal consistency, test-retest reliability, and fit indices of structural validities. The findings of this study suggest that the Proactive Coping Inventory for Junior High School Students can assess the positive aspects of students coping from stress. However, further studies will be necessary to investigate the relationship between students’ proactive coping and stress related growth to clarify students’ overall growth processes.</p>

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