Self-reported school demands and psychosomatic problems among adolescents – changes in the association between 1988 and 2011?

Nygren, Karina; Hagquist, Curt

doi:10.1177/1403494817725687

Cited by 16 publications

(16 citation statements)

References 26 publications

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“…In line with earlier findings [ 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 ], higher demands were associated with greater perceived stress and an increased risk of recurrent pain. The result that higher levels of demands were associated with a lower morning cortisol response may seem counterintuitive, but align with previous studies reporting that chronic stressors, including exposure to bullying, are linked to lower cortisol levels [ 23 ].…”

Section: Discussionsupporting

confidence: 91%

“…Previous research has shown that many adolescents, particularly girls, report high levels of stress-related health complaints [ 5 , 6 ], with school demands having been identified as one central stressor in the lives of adolescents [ 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 ]. Thus, examining if there are school-based resources that may help students to reduce their experiences of stress is a relevant task.…”

Section: Discussionmentioning

confidence: 99%

“…One area of central importance is the school and the psychosocial working conditions it provides for the students. Numerous studies have identified school demands as an important driver of stress among adolescents [ 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 ], with health implications particularly among girls [ 16 ]. Thus, investigating the potential of school-based resources to counteract stress at school is highly relevant.…”

Section: Introductionmentioning

confidence: 99%

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School Demands and Coping Resources−Associations with Multiple Measures of Stress in Mid-Adolescent Girls and Boys

Östberg

Plenty

Låftman

et al. 2018

IJERPH

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Stress, and stress-related health complaints, are common among young people, especially girls. Since studies have shown that school demands are an important driver of stress in adolescents, identifying if school-based resources can protect against stress is highly relevant. The aim of this study was to analyse task-related demands and task-related coping resources as aspects of the school work environment of potential relevance for stress in mid-adolescent girls and boys. The data came from “The School Stress and Support study” (TriSSS) conducted among students in grades 8 and 9 (aged 14–16 years). Self-reports of demands, coping resources, stress, as well as recurrent pain, were collected through questionnaires (n = 411). A subsample of students (n = 191–198) also provided salivary samples, which were analysed for the stress marker cortisol. Linear (OLS) and binary logistic regression analyses showed that higher demands were associated with more perceived stress, a higher likelihood of recurrent pain, and a lower cortisol awakening response. Greater coping resources were associated with less perceived stress and a lower likelihood of recurrent pain, but there was no association with cortisol. The strength of the associations differed by gender. The findings suggest that schools can promote student wellbeing by providing clear and timely information and teacher support to the students, especially for boys. Identifying specific features of the schoolwork that give rise to stress and to modify these accordingly is also of importance, especially for girls.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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School Demands and Coping Resources−Associations with Multiple Measures of Stress in Mid-Adolescent Girls and Boys

Östberg

Plenty

Låftman

et al. 2018

IJERPH

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“…In Sweden, school demands have increased, according to adolescent self-reports between 1988 and 2011 (Nygren & Hagquist, 2017). An OECD report (2016) stated that, in Sweden, pupils aged 11-15 from lower socioeconomic backgrounds feel more pressure from schoolwork than those from higher socioeconomic backgrounds.…”

Section: School-related Stress Exposure and Mental Health Problemsmentioning

confidence: 99%

The association of self-reported schoolwork pressure, family factors and self-efficacy with psychosomatic problems

Lönnfjord

Hagquist

2020

European Journal of Social Work

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The purpose of this study was to investigate the associations between selfreported schoolwork pressure and family factors with psychosomatic problems, and to investigate possible moderators of these associations. We examined self-efficacy as a personal resource that may be directly associated with psychosomatic problems, as well as serve as a moderator between stress exposure and psychosomatic problems. Furthermore, we examined sex as a possible moderator. The data were collected in 2010 among 2,004 pupils, aged between 13 and 15 years, in all schools in the municipality of Karlstad, Sweden. Multinomial logistic regression analysis showed that self-efficacy did not moderate the relationships between any of the school-and family-related factors and psychosomatic problems. However, self-efficacy had a direct effect on psychosomatic problems. Based on the results from the study, we concluded that health promoting and preventive work by the school health team should focus on strengthening pupils' self-efficacy and target schoolwork pressure. Special attention needs to be given to girls and adolescents living with a single parent or no parents.

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“…Classroom disorder is one aspect of classroom climate, a pertinent school‐related factor associated with adolescents' internalizing problems . Research showed that social, learning, and environmental aspects of classroom climate were associated with internalizing problems.…”

mentioning

confidence: 99%

Classroom Disorder and Internalizing Problems Among Swedish Adolescents: Changes Between 1988 and 2011

Evans

Kim

Hagquist

2020

Journal of School Health

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BACKGROUND Internalizing problems have increased among Swedish adolescents. We examined whether classroom disorder was associated with internalizing problems and whether it explained the trends in internalizing problems. Furthermore, we examined whether school contextual factors were associated with internalizing problems and whether they moderated the association between classroom disorder and internalizing problems. METHODS We used repeated cross‐sectional survey data (1988‐2011) among all 15‐ to 16‐year‐old students in Värmland, Sweden (N = 9491 boys, N = 9313 girls). School‐level factors were the proportions of students with a low/average socioeconomic or an immigration background. RESULTS Results from mixed effects models showed that classroom disorder was associated with internalizing problems across the years of investigation but did not explain the trends in internalizing problems. This association was moderated by the school‐level proportion of students with a low/average socioeconomic background but not the school‐level proportion of students with an immigration background. CONCLUSIONS Students who perceived their classroom to be disorderly more often also reported more internalizing problems. Future studies are necessary to investigate other potential school factors that may explain the trends in internalizing problems.

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Self-reported school demands and psychosomatic problems among adolescents – changes in the association between 1988 and 2011?

Cited by 16 publications

References 26 publications

School Demands and Coping Resources−Associations with Multiple Measures of Stress in Mid-Adolescent Girls and Boys

School Demands and Coping Resources−Associations with Multiple Measures of Stress in Mid-Adolescent Girls and Boys

The association of self-reported schoolwork pressure, family factors and self-efficacy with psychosomatic problems

Classroom Disorder and Internalizing Problems Among Swedish Adolescents: Changes Between 1988 and 2011

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