COMING SOON! PQDT Open is getting a new home!

ProQuest Open Access Dissertations & Theses will remain freely available as part of a new and enhanced search experience at

Questions? Please refer to this FAQ.

Dissertation/Thesis Abstract

An examination of psychosocial adjustment and coping strategies of adolescents enrolled in accelerated learning programs
by Dowski, Mary A., Ph.D., Northwest Nazarene University, 2017, 183; 10599121
Abstract (Summary)

As more opportunities abound for students to accelerate their learning during middle and high school, research is limited in the relationship between accelerated learning and the psychosocial adjustment of adolescents. This explanatory correlational research study provided additional empirical evidence of the relationship between accelerated studies, psychosocial adjustment, and the coping strategies adolescents utilize. Participants were 93 eighth to twelfth grade students enrolled in accelerated learning courses in a northwestern state in the United States. Students were administered instruments measuring their perceptions of: stress, life satisfaction, internalizing and externalizing behaviors, suicidal ideation, academic beliefs and task values, school climate, and coping strategies. Correlation coefficients determined relationships between psychosocial adjustment, age, number of accelerated learning program classes, gender and coping variables of students participating in accelerated learning programs. Results suggest that additional research is needed in the exploration of the relationship between a number of accelerated learning program classes adolescents participate in and their psychosocial adjustment. Gender had few significant relationships to other variables and grade level correlated with psychological factors, life satisfaction, motivation, school climate, and grade point average. There were statistically significant, strong to weak correlations amongst psychosocial adjustment variables; and in particular, an intricate association between psychological indicators of possible mental health issues, stress, life satisfaction, school functioning, age, and coping strategies.

Indexing (document details)
Advisor: Joki, Russell
Commitee: Freeman, Brenda, Hill, Jennifer
School: Northwest Nazarene University
Department: Education
School Location: United States -- Idaho
Source: DAI-A 78/11(E), Dissertation Abstracts International
Subjects: School counseling, Educational psychology, Secondary education
Keywords: Accelerated learning, Adolescence, Psychosocial adjustment, Psychosocial functioning, School functioning, Stress
Publication Number: 10599121
ISBN: 978-0-355-04935-0
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy