About the Measure

Domains Mental health and wellbeing, Meta-cognition, Resilience and coping
Key stages Key Stage 4, Key Stage 5
Subscales Time and task management; Cognitive reappraisal; Seek academic support; Turn to family; Talk with classmates and friends; Skip school; Social diversions; Athletic diversions; Creative diversions; Technology diversions; Substance use; Reduce effort on schoolwork; Attempt to handle problems alone
Description A measure of appropriate coping for students pursuing advanced high school curricula, specifically Advanced Placement classes and the International Baccalaureate program.
Example Look for the good things in a difficult situation
Link https://www.researchgate.net/profile/Shannon_Suldo/publication/277960412_Development_and_Initial_Validation_of_the_Coping_With_Academic_Demands_Scale_How_Students_in_Accelerated_High_School_Curricula_Cope_With_School-Related_Stressors/links/55fb65fe08aec9
Psychometry
Implementation

Implementation details

No. of items 58
Format Likert
Respondent Self
Scoring Standardised
Time 0
Age 14-18
Cost single purchase Free - Available
Cost per child Free - Available

Psychometric details

UK norms No
Cronbach's α .53-.93
Test retest 2-4 weeks, r= [.71,.93]
Inter-rater reliability Not reported
EFA 49.5% variance e
CFA Not reported
Criterion validity Not reported
Construct validity Coping With School-Related Stress Questionnaire (CSSQ) task-oriented coping, r= [-.16 ,.49]; CSSQ emotion-orientated coping, r= [.11,.64]; CSSQ avoidance-oriented coping, r= [-.10,.66]; CCSQ life satisfaction, r= [-.42,.27]; Grade Point Average, r= [-.30,.20]
Concurrent validity Not reported
Predictive validity Not reported
Responsiveness Not reported
Floor/Ceiling Not reported
References Suldo, S. M., Dedrick, R. F., Shaunessy-Dedrick, E., Fefer, S. A., & Ferron, J. (2014). Development and initial validation of the coping with academic demands scale: How students in accelerated high school curricula cope with school-related stressors. Journal of Psychoeducational Assessment, 33(4), 357–374. doi:10.1177/0734282914552165