The results of the study provided support for aspects of the motivational model of the development of coping proposed by Skinner and Wellborn in 1994. Composite measures of family and teacher relationships were significantly associated with adolescents’ active coping behaviors both within and across domains. When young people reported that their parents and teachers provided interactions that should support relatedness, competence, and autonomy, they reported coping with problems in a more active manner. Overall, the family was the prime socializer of coping, even in adolescence, and home environments that promoted belonging and competence influenced their adaptation in the form of more active and fewer avoidant coping behaviors. In addition, positive teacher-student relationships were important and associated with more active coping behaviors. Coping behaviors are mechanisms to decrease or alter sources of stress and distressing emotions when encountering stress. Active coping behaviors have been most often associated with higher competence, positive functioning, and health. This study of 487 adolescents examined associations between adolescents’ relationships with families and teachers and coping behaviors. References