Active coping and its relationship to psychological stress among sixth-grade elementary school students students

Abstract

The research aimed to identify:

1-Active coping among sixth-grade elementary students.

2-Psychological stress among sixth-grade elementary students.

3-The statistical significance of differences in active coping according to the variables (gender, age, orphanhood).

4-The statistical significance of differences in psychological stress according to the variables (gender, age, orphanhood).

5-The statistically significant relationship between active coping and psychological stress among sixth-grade elementary students.

To achieve the research objectives, the researcher adopted the following:

The researcher adopted the (2007) Gaylord-Harden & Tsey scale, which consists of (54) items distributed across six domains: cognitive decision-making, direct problem-solving, seeking understanding, positive thinking, optimistic thinking, and control. Each domain has nine items. A psychological stress scale consisting of(20) items was also prepared, based on previous studies and the adopted theory in this research. The researcher applied the scale to a sample of (400) sixth-grade elementary students of both genders and ages, and with orphanhood status, specifically (240) female students and (160) male students for the 2025-2026 academic year. The results showed the following:

1-That sixth-grade students generally have a high level of active coping, with no differences in terms of gender, age, or orphanhood status.

2-That sixth-grade students generally have a low level of psychological stress, with no differences in terms of gender, age, or orphanhood status.

3-There is a strong correlation between active coping and psychological stress among sixth-grade students.