Academic Stressors and Anxiety in Children: The Role of Paternal Support

Leung, Grace; Yeung, Ka Ching; Wong, Daniel Fu Keung

doi:10.1007/s10826-009-9288-4

Cited by 95 publications

(84 citation statements)

References 47 publications

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“…The association between academic stress and adolescents' mental health has been discussed in a number of studies (Leung, Yeung, & Wong, 2010). Academic stress is considered one of the most important predictors for adolescents' depression and anxiety.…”

Section: Academic Stress and Mental Healthmentioning

confidence: 99%

“…Academic stress is considered one of the most important predictors for adolescents' depression and anxiety. A number of studies have found academic stress to be positively correlated with depression symptoms (Ang & Huan, 2006a;Jayanthi et al, 2015;Lazaratou et al, 2010;Li, 2013;Liu & Lu, 2012) and anxiety symptoms (Ding & Wang, 2003;Leung et al, 2010;Sun, Dunne, Hou, & Xu, 2011;Wen et al, 2010;Xiao, Liang, & He, 2014;Zhuo et al, 2005).…”

Section: Academic Stress and Mental Healthmentioning

confidence: 99%

“…A cross-sectional study in three regions of Hong Kong investigated all grade 5 and 6 students from nine primary schools using a random cluster sampling method (Leung et al, 2010). The students completed a self-administered questionnaire.…”

Section: Depression Symptomsmentioning

confidence: 99%

“…Furthermore, these items were only validated with 30 primary school students (grade 5 and grade 6) (Leung et al, 2010). Future research therefore needs to be undertaken to ensure that items in the assessment scale are reliable.…”

Section: Depression Symptomsmentioning

confidence: 99%

“…Future research therefore needs to be undertaken to ensure that items in the assessment scale are reliable. Anxiety was assessed using the RCMAS developed by Reynolds and Richmond (1985), which showed an excellent internal consistency (Cronbach's α=.91) (Leung et al, 2010). Results from the study showed that academic stress was positively correlated with students' anxiety level, demonstrating that academic stress is correlated with adolescents' anxiety (Leung et al, 2010).…”

Section: Depression Symptomsmentioning

confidence: 99%

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Academic Stress and Mental Health among Adolescents in Shenzhen, China

Fan¹

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Academic stress, depression, and anxiety are major issues among adolescents attending schools in China and other Asian countries. Many studies have argued that academic stress is associated with depression and anxiety symptoms. However, limited studies have investigated these variables across the full adolescent age group (10 to 19 years). In addition, given the fact that non-Shenzhen residents constitute a large proportion of the Shenzhen population, it would be worthwhile to investigate the potential moderating effects of residency type over academic stress, depression and anxiety amongst this population.The present study aimed to identify the relationship between academic stress and depression and anxiety symptoms among adolescents in Shenzhen, China. Another objective was to investigate the significant demographic factors that could affect academic stress, depression, and anxiety symptoms. Thirdly, the study aimed to the moderating effects of gender and residency type on adolescents' academic stress, depression and anxiety.In terms of the linear regression analyses, academic stress, depression, and anxiety were the dependent variables. Regarding academic stress, studying in higher grade levels, having poorer academic achievement, and less amount of pocket money were found to be the risk factors for academic stress. For depression symptoms, being female, fewer years living in Shenzhen, poor academic performance, high levels of academic stress, higher grade levels, not living in own accommodation and coming from disrupted families were found to be the risk factors. In regards to anxiety symptoms, being female, high levels of academic stress and being in higher grade levels were the risk factors.Academic stress was consistently the strongest risk factor for depressive and anxious symptoms in adolescents from Shenzhen China. This finding emphasises the importance of the Academic stress and mental health among adolescents in Shenzhen, China v need to develop effective interventions to reduce academic stress in Chinese adolescents.Gender and grade level were significant factors for all the three variables -academic stress, depression, and anxiety symptoms. These findings could be used to guide professionals, such as teachers and psychologists, to implement specific plans for adolescents. In addition, future studies are recommended to continue to investigate the impact of demographic moderators upon the mental health issues of Chinese adolescents.

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Section: Academic Stress and Mental Healthmentioning

confidence: 99%

Section: Academic Stress and Mental Healthmentioning

confidence: 99%

Section: Depression Symptomsmentioning

confidence: 99%

Section: Depression Symptomsmentioning

confidence: 99%

Section: Depression Symptomsmentioning

confidence: 99%

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Academic Stress and Mental Health among Adolescents in Shenzhen, China

Fan¹

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Emotions and Parenting in Learning Among Chinese Children

Wang

2019

New Directions for Child and Adolescent Development

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Learning constitutes a main developmental context for children everywhere. Learning‐related emotions can affect cognition, motivation, and achievement and are associated with parenting. Studies on learning‐related emotions and how parenting is associated with a child's emotional development in learning have been less conclusive for Chinese children. This article provides an overview of the literature on related emotions as experienced in academic settings in Chinese culture and their relations with parenting. The research on academic, achievement, and domain‐specific emotions is presented from a culture‐specific perspective. After stressing the functions of emotions for learning and achievement, we discuss the complex relationship between emotions and parenting in the learning context. We propose an integrated model of emotion, parenting, self, and achievement in learning to understand the mechanisms of the interactions between emotions and parenting from a culture‐specific perspective. Implications for future research are identified.

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The mediating role of cultural coping behaviours on the relationships between academic stress and positive psychosocial well‐being outcomes

et al. 2017

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While culture's effect on the coping process has long been acknowledged in the stress-coping literature conceptually, empirical evidence and attempts to discern the specific relationship between culture and coping remain very scarce. Against this backdrop, the present study applied the Cultural Transactional Theory (Chun, Moos, & Cronkite, 2006) to examine the mediating role of cultural coping behaviours (Collective, Engagement and Avoidance Coping) on the relationship between academic stress (AS) and two positive psychosocial well-being outcome measures: Collective Self-esteem (CSE) and Subjective Well-being (SWB). Responses from a sample of undergraduate students in Canada (N = 328) were analysed to test a theory-driven, hypothesised model of coping using structural equation modelling (SEM). As hypothesised, the SEM results showed that: (a) the proposed cultural coping model fit the data well; (b) Engagement Coping and Collective Coping partially mediated the association between AS and the outcomes and (c) the path relationships among the constructs were in the hypothesised directions. A set of preliminary exploratory analyses indicated that Collective Coping was most strongly endorsed by the African/Black and the Middle Eastern cultural groups as compared to other ethnic groups. Implications of the study's findings for future research and practice concerning culture, stress, and coping are discussed.

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Academic Stressors and Anxiety in Children: The Role of Paternal Support

Cited by 95 publications

References 47 publications

Academic Stress and Mental Health among Adolescents in Shenzhen, China

Academic Stress and Mental Health among Adolescents in Shenzhen, China

Emotions and Parenting in Learning Among Chinese Children

The mediating role of cultural coping behaviours on the relationships between academic stress and positive psychosocial well‐being outcomes

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