Vulnerability to Social Stress: Coping as a Mediator or Moderator of Sociotropy and Symptoms of Anxiety and Depression

By Jennifer K. Connor-smith, B. Compas. Cognitive Therapy and Research, 2002

159 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/44c859d685a81712019a174ab3ad126d63fe2bbc

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Parent and Adolescent Responses to PovertyRelated Stress: Tests of Mediated and Moderated Coping Models (2005, background): “A previous study of college students coping with social stress, for example, demonstrated that coping did not mediate relations between vulnerability to social stress and internalizing problems, but did serve as a moderator (Connor-Smith & Compas, 2002).”
Primary and secondary control in academic development: gender-specific implications for stress and health in college students1 (2006, background): “The primary/secondary control framework was adopted for the present study based in part on research on coping in adolescence conducted by Compas and colleagues in which this terminology is increasingly employed (e.g., Connor-Smith & Calvete, 2004; Wadsworth & Compas, 2002).”
Coping as a Moderator of Relations Between Reactivity to Interpersonal Stress, Health Status, and Internalizing Problems (2004, unknown): “Secondary control coping is associated with better health status and lower levels of depression and anxiety in self-report studies, and appears to be particularly beneficial in uncontrollable situations (Compas et al., 2001; Connor-Smith & Compas, 2002; Weisz et al., 1994).”
School-based Stress Management Training for Adolescents: Longitudinal Results from an Experimental Study (2008, background): “To avoid a confounding of adaptive and maladaptive coping strategies, a three-dimensional concept has been established, in which two adaptive coping styles, such as emotion-focused or support seeking and problem-focused or active coping, are differentiated from a maladaptive coping style ( Connor-Sm”
Perceived social support, coping, and symptoms of distress in American and Spanish students (2006, background): “The Social Stress Questionnaire (SSQ; Connor-Smith & Compas, 2002) is a brief measure assessing the number of negative interpersonal events experienced during the last 6 months, and the degree to which those events were perceived as stressful.”
ENHANCING PRIMARY AND SECONDARY CONTROL IN ACHIEVEMENT SETTINGS THROUGH WRITING-BASED ATTRIBUTIONAL RETRAINING (2006, background): “…et al., 1999; Wrosch et al., 2000), disengagement (Heckhausen, Wrosch, & Fleeson, 2001, Study 2; Wrosch & Heckhausen, 1999), and various others (e.g., Connor–Smith & Compas, 2002; Langrock, Compas, Keller, Merchant, & Copeland, 2002; Wadsworth & Compas, 2002; Wrosch, Schulz, & Heckhausen, 2002).”
Psychometric properties of the Cognitive Emotion Regulation Questionnaire: Chinese version (2008, background): “…of coping into problem-focused and emotion-focused or approach and avoidance has received mixed support in the field (e.g., Carver, Scheirer, & Weintraub, 1989; Connor-Smith & Compas 2002), and Garnefski and colleagues (2001) suggest that there are conceptual problems with dichotomising coping.”
Texting while stressed: Implications for students’ burnout, sleep, and well-being. (2013, background): “Interpersonal stressors are negative experiences involving conflicts or difficulties in social relationships, and they have been positively correlated with symptoms of anxiety and depression (Bancila & Mittelmark, 2009; Connor-Smith & Compas, 2002).”