A longitudinal examination of the relation between academic stress and anxiety symptoms among adolescents in India: The role of physiological hyperarousal and social acceptance

Abstract

Academic stress is a critical aspect of adolescent experience around the world, but particularly in countries with dense populations that lead to highly competitive college admissions. With a population of over one billion people, the competition for higher education in India is significantly high. Although research has shown that academic pressures are associated with anxiety in adolescents, this work is primarily cross‐sectional. The current study examined academic stress and anxiety symptoms over time and assessed physiological hyperarousal as a mediator and social acceptance as a moderator of this relation in a sample of adolescents from India (N = 282, 13–18 years, 84% female). Adolescents completed measures of academic stress, physiological hyperarousal, social acceptance and anxiety symptoms at two‐time points, 5 months apart. Findings demonstrate direct effects of academic stress on changes in symptoms of generalised anxiety and panic, as well as indirect effects through physiological hyperarousal. Social acceptance did not moderate the relation, although it uniquely predicted changes in panic disorder symptoms over time. The findings of this study contribute to the scientific understanding of a potential mechanism through which academic stress leads to anxiety among adolescents in India.

Association between academic pressure, NR3C1 gene methylation, and anxiety symptoms among Chinese adolescents: a nested case-control study

“…This study provides evidence that a higher level of academic pressure was positively associated with anxiety symptoms among adolescents, even after adjusting for age, sex, BMI, cortisol, living arrangement, classmate relations, and teacher-classmate relations. Similarly, Zhu et al found a positive correlation between academic pressure and anxiety symptoms among Chinese adolescents [ 16 ], Karki et al reported a significant association between perceived academic pressure and anxiety symptoms among high school students in Nepal [ 42 ], and Trevethan et al observed a longitudinal direct effect of academic pressure on changes in symptoms of generalized anxiety and panic [ 43 ]. According to Lazarus’s cognitive appraisal theory, stress is seen as a relation between individuals and their environment [ 44 ].…”

Academic burden and emotional problems among adolescents in China: a longitudinal mediation analysis

“…For example, adolescents in Nepal facing academic stress are 2.4 times more likely to develop depression compared to their peers without such pressures [14]. A study in India found that academic stress had direct impact on changes in symptoms of generalized anxiety and panic among adolescents [15].…”

Academic stress and academic burnout in adolescents: a moderated mediating model

“…On the other hand, anxiety as a physiological and psychological response triggered by stressors ( Colich and McLaughlin, 2022 ), and stressful life events are a major stressor ( Young and Dietrich, 2015 ). The higher the academic stress of adolescents, the higher their anxiety levels ( Leung et al, 2010 ; Trevethan et al, 2022 ). Empirical studies have shown that adolescents increase academic stress ( Park et al, 2012 ; Sun et al, 2012 ) and thus anxiety levels ( Huberty, 2009 ) due to high homework loads, high expectations of teachers and parents, and lower academic performance.…”