A Qualitative Study of Coping Strategies in Secondary Level Mathematics Learning: A Psycho-Analytic Perspective

Year 2013, Volume: 4 Issue: 4, 1 - 18, 01.04.2013

Henry Khiat

Abstract

Through a qualitative research approach, this study aims to understand how thirteen secondary mathematics students who do not do well in mathematics learning cope with it in a classroom. The participants included a total of thirteen students in a Singaporean mathematics classroom at secondary school level. Observational and interview data were collected over a period of 6 weeks to understand the strategies formulated by these students to cope with mathematics learning. Gounded theory analytical methods were used in the analysis of the data. From this study, three main categories of defence mechanisms utilised by these thirteen students evolved – Avoidance, Denial and Apathy. “Avoidance”, the stage where the students attempt to avoid mathematics learning, is supported by the defence mechanisms of “Aim Inhibition”, “Compensation” and “Displacement”. They usually begin such avoidance on an individual basis and may graduate to group actions in the form of “Collaborative Avoidance”, which is supported by the defence mechanisms of “Displacement” and “Identification”. Students may also use the coping mechanism of “Denial” where they imagine and maintain the picture of them doing well in future mathematics assessments. This defence mechanism is complemented by “Suppression”, “Repression”, “Fantasy” and “Deceit”. “Apathy” the stage where they start to resist against mathematics learning openly, consists of “Minimisation”, “Rationalisation”, “Provocation” and “Dramatization The findings have implications for the development of theory, practice and future research.

Keywords

Qualitative research, coping behaviours, mathematics learning, psycho-analytic defence mechanisms

References

• Behi, R. (1995). The individual rights to informed consent. Nurse Researcher, 3, 14-23.
• Blackman, J.S. (2004). 101 Defenses. New York: Brunner-Routledge.
• Boekaerts, M. (1993) Being concerned with well being and learning. Educational Psychologist, 28, 148-167.
• Burns, M. (1998) Math: Facing an American phobia. Sausalito, CA: Math Solutions.
• Cartwright, S. & Cooper, C.L. (1996) Coping in occupational settings. In M. Zeidner & N.S. Endler (Eds.), Handbook of coping, pp. 202 -220. Canada: John Wiley & Sons.
• Carver, C. S., Scheier, M. F. & Weintraub, J. K. (1989) Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267-283.
• Cramer, P. (2000). Defense Mechanisms In Psychology Today: Further Processes for Adaptation. American Psychologist, 55, 637-646.
• Cramer, P. (2001). The Unconscious Status of Defense Mechanisms. American Psychologist, 56,762- 763.
• Cramer, P. (2006). Protecting the Self: Defense Mechanisms in Action. New York: Guilford Press.
• Cooper, S. H. (1998). Changing Notions of Defense Within Psychoanalytic Theory. Journal of Personality, 66, 947-964.
• Covington, M.V. (1992) Making the grade: A self worth perspective on motivation and school reform. England: Cambridge University Press.
• Ewing, B. (2004). Teacher communication, student identity and classroom participation. In E. McWilliam, S. Danby, & J. Knight (Eds.), Performing educational research: Theories, methods and practices, pp. 137–150. Flaxton, Australia: Post Press.
• Finlay, L. (2002). Pearls, pith and provocation. ‘Outing’ the researcher: the provenance, process and practice of reflexivity. Qualitative Health Research,12(4), 531-545.
• Freud, A. (1936). The Ego and the Mechanisms of Defence. London: Hogarth Press.
• Glaser, B. G. (1978). Theoretical Sensitivity: Advances in the methodology of grounded theory. Mill Valley, California: Sociology Press.
• Higgins, J. E. & Endler, N. (1995) Coping, life stress, and psychological and somatic distress. European Journal of Personality, 9, 253-270.
• Jackson, C.D. & Leffingwell, R. J. (1999) The role of instructor in creating math anxiety in students from kindergarten through college. Mathematics Teacher, 92(7), 583-586.
• Kernberg, P. F. (1994). Mechanisms of Defense: Development and Research Perspectives. Bulletin of the Menninger Clinic, 58, 55-87.
• Lazarus, R.S. & Folkman, S. (1986) Stress, appraisal and coping. New York: Springer.
• Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications, Inc.
• Martin, D. B. (2003). Hidden assumptions and unaddressed questions in mathematics for all rhetoric. The Mathematics Educator, 13(2), 7–21.
• Miles, M. & Huberman, A. (1984). Qualitative data analysis: A sourcebook of new methods. Newbury Park: Sage.
• Misra, R. & McKean, M. (2000) College students' academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41-51.
• Newman, R.S. & Goldin, L. (1990) Children to seek help with school work. Journal of Educational Psychology, 82, 92-100.
• Pekrun, R., Goetz, T., Titz, W. & Perry, R.P. (2002) Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist,37(2), 91-105.
• Richardson, F.C. and Suinn, R.M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counselling Psychology, 19, 551-554.
• Skinner, E., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129, 216–269.
• Straker, D. (2004). 'Changingminds.org'. Retrieved from http://changingminds.org/about.htm.
• Strauss, A. & Corbin, J.(1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: Sage.
• Tucker, I. (1970). Adjustment: Models and Mechanisms. Academic Press.
• Vaillant, G. E. (1992). Ego Mechanisms of Defense: A Guide for Clinicians and Researchers. Washington, DC: American Psychiatric Association.
• Vaillant, G. E. (1998). Where Do We Go From Here? Journal of Personality, 66, 1147-1157.
• Woods, P. (1980) Pupil strategies: Explorations in the sociology of school. London: Croom Helm.
• Woods, P. (1984) Negotiating the demands of schoolwork. In M. Hammersley & P. Wood (Eds.), Life in school: The sociology of pupil culture, pp. 225-237. Scotland: Open University Press.
• Zimmerman, B. J. (2001) Theories of self regulated learning and academic achievement: An overview and analysis. In B.J. Zimmerman & D.H. Schunk (Eds.), Self regulated learning and academic achievement, pp. 1-38. Mahwah, NJ: Erblaum.