Extensive research exists on coping in children and adolescents. However, developmental issues have only recently started to receive more attention. The present study examined age differences and developmental changes in six coping strategies (social support seeking, problem solving, avoidant coping, palliative emotion regulation, anger-related emotion regulation, and media use) assessed by a coping questionnaire (German Stress and Coping Questionnaire for Children and Adolescents, SSKJ 3–8; Lohaus, Eschenbeck, Kohlmann, & Klein-Heßling, 2006) in middle/late childhood and early adolescence. At the initial assessment, 917 children from grades 3 to 7 (age range 8–15 years) were included (cross-sectional sample). Three cohorts (grades 3–5 at baseline) were traced longitudinally over 1½ years with four assessments (longitudinal sample: n = 388). The cross-sectional coping data showed significant effects for grade level in four coping strategies. Older children scored higher in problem solving and media use, and lower in avoidant coping. Seventh graders scored lower than fourth and fifth graders in social support seeking. Longitudinal data confirmed time effects and cohort effects indicating developmental changes. Increases over time were found for problem solving and media use; decreases were found for avoidant coping and anger-related emotion regulation. For social support seeking, an increase within the youngest cohort (grades 3–5) was found. Developmental trends (in cross-sectional and longitudinal data), with especially strong increases for problem solving or declines in avoidant coping in the youngest cohort, differed for the two studied stressful situations (social, academic) but were independent of the child’s gender. To conclude, particularly in the age range of 9–11 years relevant developmental changes toward a more active coping seem to appear.

中文翻译：

---

从童年到青春期的应对策略的发展

关于儿童和青少年的应对方法已有广泛的研究。但是，发展问题直到最近才开始受到更多关注。本研究通过应对问卷（德国压力和应对问卷调查）评估了六种应对策略（寻求社会支持，解决问题，避免应对，姑息情绪调节，与愤怒相关的情绪调节和媒体使用）的年龄差异和发展变化。儿童和青少年，SSKJ 3-8； Lohaus，Eschenbeck，Kohlmann和Klein-Heßling，2006年）。在初始评估中，包括了917名3至7年级（8至15岁）的儿童（横断面样本）。在1½年内纵向追踪了三个队列（基线为3-5年级），进行了四次评估（纵向样本：n = 388）。横截面应对数据显示了四种应对策略对成绩水平的显着影响。大一点的孩子在解决问题和使用媒体方面得分较高，而在回避应对方面得分较低。七年级学生在寻求社会支持方面得分低于四年级和五年级学生。纵向数据证实了时间效应和队列效应，表明发育变化。发现随着时间的流逝，用于解决问题和媒体使用的增加；发现减少的原因是避免应付和与愤怒相关的情绪调节。为了寻求社会支持，发现最年轻的人群（3-5年级）有所增加。发展趋势（在横断面和纵向数据中），尤其是在解决问题的能力强劲增长或在最年轻的人群中回避应对能力下降的趋势，对于两种研究的压力情况（社交，学术性），但与孩子的性别无关。总而言之，特别是在9-11岁的年龄范围内，似乎出现了朝着更积极应对的方向发展。