Coping Profiles and their Relationship with Self-compassion in Childhood.

INTRODUCTION: In line with the growing attention to mental health and stress in children, the present study analyzed the existence of differentiated profiles of coping in response to everyday stressors. The study also examined whether the identified profiles differed in levels of self-compassion. METHOD: 487 children (9 - 12 years old), selected by convenience sampling, participated in the study. A cross-sectional, ex post facto design was used. RESULTS: Four coping profiles were identified: a profile with low use of coping strategies (LCP), a profile with predominantly approach coping strategies (ACP), a profile with high use of all coping strategies (HMP) and a profile with moderate use of all strategies (MMP). The ACP and HMP profiles demonstrated significantly higher levels of positive self-compassion, whereas the HMP, LCP and MMP profiles demonstrated significantly higher levels of negative self-compassion than the ACP profile. CONCLUSIONS: These findings make it possible to determine the profiles of children who are more and less functional in terms of their psychological resources for coping with day-to-day stress. This may encourage the development of more individualized interventions in order to prevent childhood stress.

Perfiles motivacionales y diferencias en variables afectivas, motivacionales y de logro / Motivational profiles and differences in affective, motivational and achievement variables

En este trabajo se pretende identificar si existen combinaciones de múltiples metas que dan lugar a diferentes perfiles motivacionales. La muestra está integrada por 1924 estudiantes universitarios. A través del análisis de conglomerados se han identificado seis perfiles motivacionales. Los resultados indican que el perfil motivacional que engloba a los estudiantes que están motivados para aprender, pero también para conseguir mejores resultados que los demás y para evitar dar una mala imagen ante ellos, son los que informan de un mejor rendimiento académico y los que creen también tener un nivel más alto de conocimientos en las materias académicas que están cursando. Por otro lado, los estudiantes con un perfil motivacional orientado al aprendizaje son los que hacen una valoración más alta de las tareas, los que tienen un mayor grado de control sobre su proceso de aprendizaje, y los que tienen unos niveles más bajos de ansiedad.

The purpose of this work is to identify whether there are combinations of multiple goals that lead to different motivational profiles. The sample is made up of 1924 university students. By means of cluster analysis, six motivational profiles were identified. The results indicate that the motivational profile that comprises students who are motivated to learn, but also to achieve better results that the rest and to avoid making a bad impression on them are the students who report better academic achievement and also the students who believe they have a higher level of knowledge in the academic subjects they are studying. However, students with a learning oriented motivational profile value the tasks more, have more control over their learning process, and have lower levels of anxiety.