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Information-seeking and problem-directed coping behaviors following a stressful event were observed as a function of cognitive appraisals of coping resources. Subjectively defined failure on a college exam served as an example of a mild stressor. Prior to the first midterm exam, students generated alternative strategies that could be used in the event of dissatisfaction with performance and rated the feasibility of using these strategies. Academic coping behaviors were measured by self-report and direct observation during the 3 weeks prior to the next exam. Coping cognitions were found to predict academic behaviors but not exam scores.
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Susan E. Krantz (1983) studied this question.
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