Previous research suggests performance stress and different subjective behavior problems among adolescents at school. However, there is evidence that cognitive coping is a strong tool for reflecting on and regulating internalizing and externalizing behavior problems. Therefore, we investigated two assumptions: (1) Adolescents’ subjective performance stress is positively related to different subjective behavior problems (e.g., impulsivity, conduct problems, and inattention). (2) Adolescents with a high tendency to cognitively cope with an exam in math and low levels of subjective performance stress report fewer behavior problems than those with low levels of this tendency. We analyzed data from N = 194 adolescents ( n = 104 female) at one secondary school. Adolescents’ cognitive abilities were tested, and they answered a questionnaire on subjective performance stress, cognitive coping, and subjective behavior problems. Adolescents high in cognitive coping and with low stress reported fewer behavior problems, except impulsivity. This finding suggests that cognitive coping with an exam in math is a resource for fewer subjective behavior problems and for learning math.

中文翻译：

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应对数学成绩压力也很重要：青少年应对数学成绩压力和行为问题的认知

先前的研究表明，在校青少年存在表现压力和不同的主观行为问题。然而，有证据表明，认知应对是反思和调节内化和外化行为问题的有力工具。因此，我们研究了两个假设：（1）青少年的主观表现压力与不同的主观行为问题（例如，冲动、行为问题和注意力不集中）呈正相关。(2) 具有高度认知应对数学考试倾向且主观表现压力水平低的青少年报告的行为问题比具有低水平这种倾向的青少年少。我们分析了一所中学 N = 194 名青少年（n = 104 名女性）的数据。测试青少年的认知能力，他们回答了关于主观表现压力、认知应对和主观行为问题的问卷。除冲动外，认知应对能力强且压力低的青少年报告的行为问题较少。这一发现表明，通过认知应对数学考试是减少主观行为问题和学习数学的一种资源。