Abstract
This article presents the findings of a research on the relations between coping styles of crisis and socio-economic status of the family, as two important non-cognitive factors, and academic achievements of young female students. 328 third grade students were selected through multi-stage random sampling from junior schools of Tehran. Data on coping with crisis test (CISS) and grade point average are statistically analyzed. Results indicate a positive relation between "problem-oriented coping style" and academic achievement. Also socio-economic status of the family and academic achievement are related. There is no significant relation between "coping style with stress” and academic achievement. It seems young girls with higher achievements apply more problem -oriented coping style while students with lower academic achievement have a stress coping mechanism.
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