The Psychosocial Functioning of High School Students in Academically Rigorous Programs

Abstract

This cross-sectional study determined whether students who take part in academically challenging high school curricula experience elevated levels of stress and whether this stress co-occurs with psychological and/or academic problems. Data from self-report questionnaires and school records were collected from 480 students from four high schools. Results of analyses of covariance suggested that stress is not always associated with deleterious outcomes, as students in academically rigorous programs (specifically, Advanced Placement [AP] classes and International Baccalaureate [IB] programs) reported more perceived stress than did students in general education, while maintaining exceptionally high academic functioning. Furthermore, despite their stress level, the psychological functioning of students in AP and IB is similar or superior to the levels of psychopathology, life satisfaction, and social functioning reported from their peers in general education. C

An Exploratory Analysis of International Baccalaureate Diploma Program: 11th- and 12th-Grade High School Students’ Expectations

“…Another important factor in a student’s decision to enroll in the program is stress. Suldo and Shaunessy-Dedrick (2013) found that students in AP and IB report a significantly higher level of stress compared with students in general education. Stress is typically associated with high academic demands, which may contribute to greater school burnout (Suldo et al, 2018).…”

Which preparatory curriculum for the International Baccalaureate Diploma Programme is best? The challenge for international schools with regard to mathematics and science

“…The strong relationship between IGCSE scores and students' subsequent success in DP examinations can be best explained as demonstrating students' need to ''take examinations before they tackle the demands of the IB Diploma examinations in grade 12'' (Nashman- Smith and Taylor 2004, p. 19). Developing test-taking skills or learning how to cope with stress during their IGCSE programme may help students be better prepared towards DP examinations (Suldo and Shaunessy-Dedrick 2013). In addition, previous research suggests that external examinations are likely to encourage schools to schedule extra hours of mathematics and science instruction (Bishop 1995) or recruit teachers with substantial experience in preparing students to the test (Garton 2000;Hayden 2006).…”

Predictors of Success Among High School Students in Advanced Placement and International Baccalaureate Programs

“…Such findings suggest that students in accelerated programs may be more sensitive to manifesting adverse effects of stress than peers not pursuing accelerated curricula. Masten et al's work (2009) on resiliency provides a useful framework for exploring the seemingly contradictory findings that (a) the elevated and unique stress experienced by AP/IB students is associated with negative outcomes (Suldo et al, 2009), but (b) many AP/IB students have superior academic functioning and comparable mental health relative to general education students despite higher levels of perceived stress within their curricular context (Suldo & Shaunessy-Dedrick, 2013b). Within this framework, Masten et al (2009) define assets or promotive factors as variables that predict better outcomes in general across youth samples, akin to main effects in regression analyses.…”