| Abstract [eng] |
Master thesis performed a theoretical analysis of scientific literature on stress, school stress, the coping methods, psychological characteristics of adolescent students. Also it was analyzed styles and strategies of school stress coping. Hypothesis, that high school students’ used styles of stress coping are different compared to the students with special educational needs and their peers. The study was conducted the questionnaire method. Research destination – investigate stress coping characteristics of high school students with special educational needs. It was conducted the statistical (descriptive averages, correlations) data analysis. The study included 216 general education high school students, of which 114 - students with special education needs, 102 - their peers. The empirical part deals with high school special education (learning) needs of students and their peers used stress coping styles; connections between styles of school stress coping, pleasant to learn at school and learning outcomes; characteristics of high school students’ stress coping. The main empirical findings: 1. Students, who do not have special educational needs, more adaptive choice of school avoidance stress coping styles. 2. Girls with special educational needs more often choose stress coping styles, oriented to solving the problem and emotional response than boys with special educational needs. 3. The connections between stress coping styles, oriented to solving the problem, emotional response and pleasant to learn at school of both groups of students. 4. The connection between stress coping styles, oriented to solving the problem, and pleasant to learn at school of students with special educational needs. 5. The negative connection between stress coping styles, oriented to dezadaptive avoidance, and pleasant to learn at school of both groups of students. 6. Partially confirmed the hypothesis that high school students’ used styles of stress coping are different compared to the students with special educational needs and their peers. |
