School-related stress and coping strategies in Victorian Year II students

Abstract

Adolescents who are coping with their final years of secondary schooling may be stressed. The Victorian Certificate of Education (VCE) has been the subject of considerable anecdotal controversy, including concerns over the level of stress that it places upon students and its effect on students’overall well-being. The present study provides some initial empirical data to inform this debate. The Australian Adolescent Problems Inventory, the Adolescent Coping Inventory, and the General Health Questionnaire were used to examine the constructs of school-related stress, coping, and well-being in 118 Year II Victorian secondary school students. Students reported a range of school-related problems. They coped by positive avoidance or problem-focused methods that promoted independence. Students reported feeling high levels of global stress. Anticipation of the final year of schooling placed pressure on young people, but students found several ways to cope with the demands. Therefore, it could not be concluded that the Victorian Certificate of Education was significantly related to unhealthy levels of stress, worry, and poor coping.

Well-being and Coping with Stress Among Russian Adolescents in Different Educational Environments

“…Although many studies focus on school-related stress and coping (e.g., Yuan, Zhang & Fu, 2017;Warren, 2000;Paul, Smith & Blumberg, 2012;Harper et al, 2012;Ganim, Frydenberg, 2006), they predominantly focus on coping with an event or phenomenon including exams, bullying, cyberbullying, and switching to remote learning. There is clearly insufficient data on how school characteristics themselves relate to coping strategies preferred by students.…”