COGNITIVE COPING STRATEGIES AND EDUCATIONAL IDENTITY PROCESSES AMONG ADOLESCENTS: METHODOLOGICAL INSIGHTS AND IMPLICATIONS FOR SCHOOL COUNSELING
COGNITIVE COPING STRATEGIES AND EDUCATIONAL IDENTITY PROCESSES AMONG ADOLESCENTS: METHODOLOGICAL INSIGHTS AND IMPLICATIONS FOR SCHOOL COUNSELING

Summary/Abstract: The present article examines the relationship between cognitive–emotional coping strategies and educational identity processes in adolescents, using a methodological framework designed to highlight implications for school counseling practice. The study included 356 adolescents aged 14–18, who completed standardized instruments assessing identity processes (commitment, in-depth exploration, and reconsideration of commitment) and cognitive coping strategies. Statistical analyses conducted in R showed that educational commitment is associated with adaptive coping strategies (especially positive reappraisal and planning), whereas reconsideration of commitment is more frequently linked to maladaptive strategies such as rumination and catastrophizing. Results also revealed differences according to age, gender, and school type, with relevant implications for the design of educational and counseling interventions. From an applied perspective, the findings support the need for programs focused on developing cognitive and emotional self-regulation, supporting guided identity exploration, and strengthening educational commitment. The methodological value of the study, its limitations, and future research directions are also discussed.

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