ABSTRACT

Background & Objectives

This study sought to reveal adolescent coping profiles by focusing on the combination of help-seeking and active/passive coping styles, and to compare affective and school adaptation levels across different profiles.

Design

One-year longitudinal data were collected from 695 Japanese secondary-school students (359 males, 330 females, and 6 unknowns) every semester. All participants reported their positive/negative affect and school adaptation. Only those who experienced any personal problem in the past month completed self-report measures including four stress-coping strategies use.

Methods

Latent transition analysis (LTA) was conducted to identify stress-coping profiles and their transitions, conducting Tukey’s tests to examine the association between the profiles and psychological adaptability.

Results

LTA suggested a seven-class solution. One of the profiles represented participants who did not report any stressor during the past month, and the other six classes were sorted by the amount of help-seeking (low, moderate, and high) and active/passive coping style. The results indicated that simultaneous use of help-seeking and active coping was important for school adaptation and affect balance. Low-adaptation profiles showed high stability during the investigation period.

Conclusions

Findings suggest that clinicians should assess and intervene with help-seeking and stress-coping styles before or during early adolescence.

中文翻译：

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压力应对概况的早期青少年心理适应差异：潜在过渡分析

摘要

背景与目标

本研究旨在通过关注寻求帮助和主动/被动应对方式的结合来揭示青少年应对方式，并比较不同情况下的情感和学校适应水平。

设计

每学期从 695 名日本中学生（359 名男性、330 名女性和 6 名未知数）中收集为期一年的纵向数据。所有参与者都报告了他们的积极/消极影响和学校适应情况。只有那些在过去一个月内经历过任何个人问题的人完成了自我报告措施，包括四种压力应对策略的使用。

方法

进行潜在转换分析 (LTA) 以识别压力应对概况及其转换，进行 Tukey 测试以检查概况与心理适应性之间的关联。

结果

LTA 提出了一个七级解决方案。其中一个档案代表在过去一个月内没有报告任何压力源的参与者，其他六个班级按寻求帮助的数量（低、中、高）和主动/被动应对方式进行排序。结果表明，同时使用寻求帮助和积极应对对学校适应和情感平衡很重要。低适应性配置文件在调查期间表现出高稳定性。

结论

研究结果表明，临床医生应在青春期早期或青春期早期评估和干预寻求帮助和压力应对方式。