Academic stress: links with emotional problems and motivational climate among upper secondary school students

Tharaldsen, Kjersti Balle; Tvedt, Maren Stabel; Caravita, Simona Carla Silvia; Bru, Edvin

doi:10.1080/00313831.2022.2116480

Cited by 12 publications

(6 citation statements)

References 46 publications

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“…Based on the studies examined, the second part of the first hypothesis of our study is composed, where the existing relationships between family functionality and school climate are tested. Regarding the differences found according to gender, it is worth noting that adolescent girls have higher academic expectations, as well as higher scores in academic stress and emotional problems than boys [38,39]. Thus, based on this research, the second hypothesis of this study focuses on the differences according to sex in the perception of school climate.…”

Section: Introductionmentioning

confidence: 88%

The Moderating Role of Family Functionality in Prosocial Behaviour and School Climate in Adolescence

Moreno

Jurado

2022

IJERPH

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Adolescence entails a series of changes in young people who need to adopt socially positive behaviours and have a beneficial family and school environment. The main objective of this research is to analyse the relationships established between the variables of prosocial behaviour and school climate, as well as to check whether family functionality plays a moderating role in this relationship. The participants were a total of 743 adolescent students between 14 and 19 years of age from different schools in the province of Almería (Spain). The instruments used to evaluate the young people were the APGAR family functioning scale, the Prosocial Behavior Questionnaire (CCP) and the School Social Climate Questionnaire (CECSCE). The data analysed showed a positive correlation between all the variables analysed: family functioning, prosocial behaviour and school climate. Gender differences were found, with adolescent girls showing higher levels of empathy and respect, while boys scored higher in social relations and school climate. The results indicate that family functioning plays a moderating role in some dimensions of prosocial behaviours and school climate. The importance of attending to these types of variables in adolescent students to foster optimal youth development and promote their personal well-being is discussed.

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Section: Introductionmentioning

confidence: 88%

The Moderating Role of Family Functionality in Prosocial Behaviour and School Climate in Adolescence

Moreno

Jurado

2022

IJERPH

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“…Mastery climates have been shown to predict intrinsic motivation (Diseth and Samdal, 2015), stimulating motivational patterns that are conducive to long-term, high-quality learning (Ames, 1992;Lüftenegger et al, 2014). They are also positively associated with academic performances (Payne et al, 2007) and reduced academic stress (Tharaldsen et al, 2022). Performance orientation, however, focuses on extrinsic rewards resulting from learning, whereby success is attained by outperforming others (Patrick et al, 2011).…”

Section: Motivating Academic Engagementmentioning

confidence: 99%

“…While school demands can increase student engagement, sustained high demands may contribute to stress, burnout, and a more cynical attitude toward school (Salmela-Aro, 2017). Research has identified strong links between academic stress and emotional problems (Tharaldsen et al, 2022), and among other adverse outcomes cynicism may in worst-case lead to drop out and depression (Salmela-Aro et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“They gotta understand why”: Teachers’ professional perceptions regarding the stimulation of academic motivation in upper secondary school

Tharaldsen

2022

Front. Educ.

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In recognition of the need for more research on teachers’ perceptions of motivational work in the classroom, this study explores upper secondary school teachers’ perceptions of how to stimulate academic motivation among their students at a school in southwestern Norway. The data were gathered in three steps. The school’s primary teachers (n = 33) were interviewed by teacher champions (n = 17), that is, teachers that were team leaders for each of the school’s educational departments that were given a specific role in the research in terms of initial data collection. This was followed by two extended focus groups with the teacher champions and member checks for each group. The data were subjected to conventional content analyses using NVivo 12. Then, a focus group was carried out with teacher coordinators (n = 11) aiming to refine preliminary findings. Summative content analyses were carried out, followed by deductive category application. The findings indicate that teachers perceive class management and strategies for supporting students’ learning processes as well as key students as crucial for academic motivation. “Three motivational strategies” were developed. However, feedback and differentiated learning tasks, which are central aspects of motivational theories, received less emphasis. Further in-depth studies exploring concrete approaches to and the evaluating of using strategies for stimulating academic motivation are required.

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“…Stress is included in the risk category for psychosomatic symptoms experienced at school, then chronic stress symptoms are correlated with the high demands that occur at school (Tharaldsen et al, 2023). Research conducted by (Karyotaki et al, 2020), revealed several academic stress factors experienced by students, including academic pressure, economics, time management, friends and personal conflicts with teachers or professors.…”

Section: Introductionmentioning

confidence: 99%

The Role of Humor Style and Emotional Intelligence on Academic Stress in Adolescents

Rahmi Handayani,

Mairanda,

Khansa Giartriweni

et al. 2024

Edunity

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This research aims to examine the role of humor style and emotional intelligence on academic stress. Based on studies conducted by the research team, the phenomenon was found that academic stress in teenagers studying in high school, especially in subjects, can be overcome by factors from within the students and outside themselves. An internal factor that can overcome academic stress is the role of developing emotional intelligence in managing various emotional turmoil while studying at school. The external factor is the humor shown by the teacher while teaching in the classroom to reduce stress and make mathematics a lesson that is not scary. The sampling method used was simple random sampling, namely teenagers in high school and college. The participants obtained in this research were 250 teenagers, with the results that humor style and emotional intelligence had a negative and significant role in academic stress. A significant negative role was obtained from the self-enhancing humor style with a value of β = -0.456 and an overall value of R2 = 0.525. The negative role in the results of data processing can be interpreted operationally as that when teachers or lecturers use self-enhancing humor, it will cause a decrease in academic stress experienced during mathematics subjects.

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Academic stress: links with emotional problems and motivational climate among upper secondary school students

Cited by 12 publications

References 46 publications

The Moderating Role of Family Functionality in Prosocial Behaviour and School Climate in Adolescence

The Moderating Role of Family Functionality in Prosocial Behaviour and School Climate in Adolescence

“They gotta understand why”: Teachers’ professional perceptions regarding the stimulation of academic motivation in upper secondary school

The Role of Humor Style and Emotional Intelligence on Academic Stress in Adolescents

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