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@proceedings{584203,
author = {Poledňová, Ivana and Stránská, Zdenka},
booktitle = {Abstracts. 26th International Conference of the Stress and Anxiety Research Society. Halle (Saale), Germany: Stress and Anxiety Research Society (STAR), 2005, p. 82.},
keywords = {adaptation; psychological stress; optimal school adaptation factors},
language = {eng},
note = {Poster na konferenci: 26th International Conference of the Stress and Anxiety Research Society, Martin-Luther-University of Halle-Wittenberg, Melanchthonianum, Halle (Saale), Germany, 21.-23. 7. 2005.},
title = {Pupils psychological stress and optimal school adaptation factors},
year = {2005}
}
TY - CONF
ID - 584203
AU - Poledňová, Ivana - Stránská, Zdenka
PY - 2005
TI - Pupils psychological stress and optimal school adaptation factors
N1 - Poster na konferenci: 26th International Conference of the Stress and Anxiety Research Society, Martin-Luther-University of Halle-Wittenberg, Melanchthonianum, Halle (Saale), Germany, 21.-23. 7. 2005.
KW - adaptation
KW - psychological stress
KW - optimal school adaptation factors
N2 - School childrens psychological stress analyzed from the point of view of their subjective perception was analyzed in our research study. The research was carried out at elementary schools. The children were aged from 9 15. We classified main typical categories of psychological stress at pupils by the means of comparison analysis of 4 typical stress situations at schools; by suggesting of solution of the stress situations we explored how the pupils coped with the stress. The results proved that the greatest resource of psychological stress is the sphere of achievement at school and bullying by schoolmates and the consequent fear. Our hypothesis was confirmed: Elimination of stress in influencable situations is focused on the solution of a problem. The main strategies of elimination of stress seem to be an active coping of the situation, a strategy of seeking for the social support, and an attempt to change ones own personality. It turned also out that poor school performance did not often correspond to childs intellectual capacity and that such pupils were typically characterized by a low level of achievement motivation, by external attributions, and by lower acceptance of responsibility for their own behaviour. Having identified the causes of maladaptation leading to psychological load and stress, we were brought to reflecting the ways how to modify maladapted pupils behaviour.
ER -
POLEDŇOVÁ, Ivana and Zdenka STRÁNSKÁ. Pupils psychological stress and optimal school adaptation factors. In \textit{Abstracts. 26th International Conference of the Stress and Anxiety Research Society. Halle (Saale), Germany: Stress and Anxiety Research Society (STAR), 2005, p. 82.}. 2005.
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