The relationship between evaluation of school stressors and stress responses in junior high school students.

Okayasu, Takahiro; Shimada, Hironori; Niwa, Yoko; Mōri, Toshio; Yatomi, Naomi

doi:10.4992/jjpsy.63.310

Cited by 27 publications

(9 citation statements)

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“…Research has shown that adolescents’ school adjustment is greatly affected by their peer relationships. For instance, Japanese middle school students showed a high correlation between interpersonal stress and psychological problems, such as depression and anxiety (Okayasu, Shimada, Niwa, Mori, & Yatomi, ). This association is even stronger in girls than in boys.…”

Section: Adaptive and Maladaptive Er Strategiesmentioning

confidence: 99%

“…The literature suggests that difficulties in peer relationships are one of the primary contributors to children's school maladjustment. Additionally, psychological symptoms, such as anxiety, may also be brought on by difficulties in interpersonal relationships (Okayasu et al, ). When peer relationships are good, they are associated with positive health outcomes.…”

Section: Adaptive and Maladaptive Er Strategiesmentioning

confidence: 99%

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Emotion Regulation and Middle School Adjustment in Japanese Girls: Mediation by Perceived Social Support

2020

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Prior research has stated that successful emotion regulation (ER) contributes to psychological health and favorable interpersonal relationships. However, few studies have explored adaptive ER strategies in a school setting. The present study targeted Japanese female adolescents and examined the relationship between two specific ER strategies (reappraisal and suppression) and school adjustment, with social support as a mediating variable. Two hundred and seventy Japanese middle school girls completed measures of ER, perceived social support, and subjective school adjustment. The results showed that school adjustment was highest among reappraisers, followed by a balanced group who used both strategies with equal frequency, then suppressors. In addition, reappraisal showed both direct and indirect effects on school adjustment, while suppression showed only a negative indirect effect on school adjustment. Our findings suggest that reappraisal is an effective strategy that promotes receiving social support and consequently enhances school adjustment. Suppression, on the other hand, has neither favorable nor harmful impacts on school adjustment, but may, in the long run, result in poorer adjustment by impairing social relationships among adolescent girls.

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Section: Adaptive and Maladaptive Er Strategiesmentioning

confidence: 99%

Section: Adaptive and Maladaptive Er Strategiesmentioning

confidence: 99%

Emotion Regulation and Middle School Adjustment in Japanese Girls: Mediation by Perceived Social Support

2020

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“…The items about their cognition to their friends and teachers, and schoolwork were decided with reference to the study by Okayasu et al 25 Okayasu's survey targets junior high school students. This report covers students in the first grade of senior high school.…”

Section: Surveymentioning

confidence: 99%

Research on psychosomatic complaints by senior high school students in Tokyo and their related factors

Takata

2001

Psychiatry Clin Neurosci

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The purpose of this study was to clarify the relationships between psychosomatic complaints of senior high school students in Tokyo and the cognition they receive from their fathers, mothers, friends, teachers, and schoolwork and between their complaints and lifestyle habits. The subjects were 168 first-grade students (58 males and 110 females) at a Tokyo Metropolitan senior high school. In June 1996, a collective survey was carried out, using questionnaires. Moreover, I conducted a longitudinal study to investigate the variation of their complaints over the 3 years at the school. The females had more psychosomatic complaints than the males. There was the relationship between their psychosomatic complaints and the cognition they receive from their fathers, mothers and teachers, the relationship between their psychosomatic complaints and their schoolwork, the relationship between their psychosomatic complaints and their ingestion conditions at meals, or sleeping hours. As for the their complaints, they had more complaints at admission than at the completion of their first grade and at graduation.

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“…Considering this nature of DIF and DDF, individuals with high DIF or DDF have low SoC and as such it would not be easy for them to deal with stressors. Furthermore, people fall into low states of mental health when they cannot deal with stressors (see Okayasu et al, 1992;Shimada, 1998). Considering that the internal aspects of overadaptation correspond to maladaptive states (low mental health), SoC may be a potential mediator (on which we did not focus) for the link between DIF and living up to others' expectations, or for the link between DDF and solicitude for others.…”

Section: Discussionmentioning

confidence: 99%

The Role of Perceived Stress and Fear of Negative Evaluation in the Process From Alexithymia to Over-Adaptation

Abe

Nakashima

2020

PSYCHOLOGIA -An International Journal of Psychological Sciences

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The relationship between evaluation of school stressors and stress responses in junior high school students.

Cited by 27 publications

References 0 publications

Emotion Regulation and Middle School Adjustment in Japanese Girls: Mediation by Perceived Social Support

Emotion Regulation and Middle School Adjustment in Japanese Girls: Mediation by Perceived Social Support

Research on psychosomatic complaints by senior high school students in Tokyo and their related factors

The Role of Perceived Stress and Fear of Negative Evaluation in the Process From Alexithymia to Over-Adaptation

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