Titlebook: Coping and Self-Concept in Adolescence; Harke A. Bosma,A. E. Sandy Jackson Conference proceedings 1990 Springer-Verlag Berlin Heidelberg 1

triptans

ychology. In reviews of coping research, only a few references are made to work carried out in the domain of self-concept (e.g. Compas, 1987; Olbrich, 1984; Seiffge-Krenke, 1986a). Similarly, references from coping research are rarely found in reviews of the self-concept and identity literature (e.g

監(jiān)禁

Women and Reproduction in Iran,e of himself, in order to meet his cognitive need of such a picture. Viewed from another perspective, he seeks to fulfil the social task of being a well-defined person. The individual, on his way to such an image of his personal identity, may encounter various problems. These maybe concerned with th

Champion

Hiatus

regard, it shall first be argued that a focus on only the self-concept is too narrow, since it is imperative to consider selves in relation to other persons and situations. This overview will be followed by a review of research concerning the status of relatively poorly qualified young people in the

Metamorphosis

磨坊

PACT

使習(xí)慣于

haviours and subjective experiences which originate in the anticipation of a threat to the integrity of the self. This threat need not be anticipated with regard to the whole self, but may be more narrowly focussed and relate to specific aspects of the self, for example, the physical self, moral sel

amplitude

The Sex Role and Female Personality,elopment is concerned, but also for the formation of personality. Cognitive development is influenced primarily by the formal characteristics of the learning situation. In the case of personality formation, the main influences derive not only from the individual pupil’s perception of and personal in

外形

Sex Differences in Early Achievement,ssues share two common features: they all demand a response from the young person and the response has implications for their way of thinking about themselves. The chapters vary in the emphasis they lay on each of these features or themes — in some cases coping behaviour is emphasised, in others sel