An investigation of learning stressors among secondary school students: A case study in northeast Thailand

Sripongwiwat, Supatida; Bunterm, Tassanee; Ngang, Tang Keow

doi:10.1016/j.kjss.2017.06.002

Cited by 7 publications

(3 citation statements)

References 20 publications

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“…Such experiences highlight different social experiences, including being bullied, not getting along with teachers, feelings of not belonging, not doing well at school, and feeling under stress and depression, as well as negative thinking. These experiences produce emotional and mental turmoil that are associated not only with an increase of DSH but are the most frequently reported motives for DSH (Rungsang et al 2017;Sripongwiwat et al 2018;Wu et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Deliberate self‐harm among adolescents: A structural equation modelling analysis

Singtakaew

Chaimongkol

2021

Int J Mental Health Nurs

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Deliberate self-harm is an intentional behaviour involving direct destruction of body tissues that causes non-fatal physical trauma to the extent that bleeding or bruising occurs without conscious suicidal intent. Adolescents' self-harm is an important issue in mental health work due to its high prevalence in Thailand. This study aims to test a causal model of deliberate self-harm and identify how sex, family relationship, school connectedness, stress, resilience, and self-control influenced deliberate self-harm behaviour in Thai adolescents. A model-testing, crosssectional study was conducted to test a causal model of deliberate self-harm in Thai adolescents. Multi-stage random sampling was used to recruit 360 adolescents. Adolescents completed six selfreport instruments: the family relationship questionnaire, student-school connectedness scale, resilience factors scale for Thai adolescents, self-control questionnaire, Perceived Stress Scale-10 (Thai version), and Deliberate Self-Harm Inventory. Internal consistencies ranged from 0.81 to 0.89. Data were analysed by using descriptive statistics and structural equation modelling. The findings found sex, resilience, stress, and school connectedness had direct effects on deliberate selfharm (b = À0.139, b = À0.266, b = 0.163, and b = À0.671, respectively). Resilience and stress also mediated the links between sex (female), family relationship, school connectedness, and deliberate self-harm. The variables accounted for 65.2% of the variance in the prediction of deliberate self-harm behaviour in Thai adolescents. These findings suggest the causal model of deliberate self-harm fit the empirical data. Interventions to reduce stress and strengthen school connectedness, family relationship, and resilience among Thai adolescents should be implemented, particularly for boys, to prevent deliberate self-harm.

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Section: Introductionmentioning

confidence: 99%

Deliberate self‐harm among adolescents: A structural equation modelling analysis

Singtakaew

Chaimongkol

2021

Int J Mental Health Nurs

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“…In particular, in a study by Sripongwiwata S. et al [32] identified the following factors of school stress: the content of educational material, methods of teaching and learning, personal experiences related to learning, interpersonal relationships with teachers and classmates, group social factors. The leading factors of school stress are the content of education and the organization of the educational process, namely: a large amount of educational material; difficult to understand the content of education; too tight training schedule; lack of time for repetition and consolidation of educational material; too frequent control of knowledge; final evaluation; unfair evaluation system; competitive educational environment.…”

Section: Official Journal Of the International Academy Of Integrative Anthropologymentioning

confidence: 99%

Prenosological screening of autonomic regulatory systems tension in secondary school students

Redka

Danуlenko

Sotnikova–Meleshkina

et al. 2020

Biomed. and Biosoc. Anthrop.

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Adolescence is characterized by increased reactivity to stress factors, among the sources of which the educational environment plays a significant role. The content of education and educational process organization, as well as interpersonal relationships, is the predominant stress factors of the educational environment. In the context of education reform, new pedagogical projects are being introduced, in particular, on the basis of meritocratic education, providing for the intensification of the educational process. It may affect the state of the autonomic regulatory systems of students. The purpose of the research is to study the activity level of autonomic regulatory systems among students of secondary school, who are studying in meritocratic and traditional gymnasium education systems. The study involved 60 students: 42 studied in meritocratic system (19 in SG-1, 23 in SG-2), and 18 in traditional system (SG-3). Heart rate variability (HRV) was used as a physiological marker of stress. ECG was recorded during 5 minutes in a darkened room in a rest state with closed eyes in a sitting position at the 5th, 6th and 7th grades. Intergroup comparisons of HRV parameters were carried out according to the Mann-Whitney, Kruskell-Wallis, Dunnett criteria, and the φ-criterion of the angular Fisher transformation. Differences were considered significant at р≤0.05. In the 6th grade, there was a tendency (0.05<р≤0.07) to lower values of Mean, SDNN, TR, ΔX, RMSSD, pNN50 among students in meritocratic system compared to the traditional one. However, this trend reached the level of statistical significance in the students of SG-1 compared to the control (SG-3). In meritocratic education different student groups differed in the level of school stress in 6th and 7th grades. Students in SG-1, compared to SG-2, characterized by lower values % HF, HFn, pNN50 against the background of higher values of % LF, LFn, LF/HF, IC, CC1, CC0. Thus, a higher level of school-based stress in conditions of meritocratic education is determined not so much by the intensification of the educational process as by social factors of the educational environment and/or individual typological traits of students.

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“…That is why adolescence is considered as a period of increased susceptibility to stress, the leading factors in the formation of which are a large amount of educational material, tight learning schedule, lack of time to repeat and consolidate educational material, too frequent control of knowledge, competitive educational environment. It is at this age that the highest physiological "value" of learning and academic success is determined [15,26,29].…”

Section: Introductionmentioning

confidence: 99%

The structure of morbidity of secondary school children

Sotnikova–Meleshkina

2020

Rep. of Morph.

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Intensification of the educational process is one of the risk factors for increasing the prevalence of morphofunctional disorders, acute and chronic somatic morbidity, mental and behavioral disorders, maladaptation syndrome. Many researchers have found a negative chronological dynamics of school health and a high incidence among secondary school students. The purpose of the study is a comparative analysis of the structure and dynamics of morbidity of children during secondary school. The study involved more than 266 students of secondary schools aged 10 to 14 years. The state of health was assessed according to preventive medical examinations conducted by specialists of the Institute of Child and Adolescent Health of the National Academy of Medical Sciences of Ukraine with the informed consent of parents and according to the bioethical norms of the Helsinki Declaration (as amended in 2013). Statistical data processing was performed using the licensed package SPSS Statistic v.20 using Student’s t test. The highest level of morbidity was found in diseases of the endocrine system (468.4±39.7‰), the organ of vision and the appendix (322.8±37.2‰), the circulatory system (310.1±36.8‰) and respiration (303.8±36.6‰). Among girls, endocrine (520.7±57.7‰) and ophthalmological pathology (386.7±56.2‰) were more often registered, and among boys – mental and behavioral disorders (168.7±39.9‰; p<0.05). During the training, negative dynamics was determined for diseases of the endocrine system (due to a probable increase in their number among boys, at p<0.05), diseases of the digestive system, eye and appendages due to decreased visual acuity (p<0.01). In the structure of endocrine pathology, 60% were thyroid diseases in both sexes, and the prevalence of grade 1 obesity was higher among boys (p<0.05). Mental and behavioral disorders were mainly represented by disorders of activity and attention in adolescent boys, sleep disorders – in girls; hyperkinetic behavioral disorders – in both sex groups. Gender features in the structure and dynamics of morbidity of secondary school students to a greater extent in diseases of the endocrine system, eye and appendix with a general negative tendency to increase the prevalence of these groups of diseases.

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An investigation of learning stressors among secondary school students: A case study in northeast Thailand

Cited by 7 publications

References 20 publications

Deliberate self‐harm among adolescents: A structural equation modelling analysis

Deliberate self‐harm among adolescents: A structural equation modelling analysis

Prenosological screening of autonomic regulatory systems tension in secondary school students

The structure of morbidity of secondary school children

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