Academic Stress: Links with Emotional Problems and Motivational Climate among Upper Secondary School Students

Autor/inn/en	Tharaldsen, Kjersti Balle; Tvedt, Maren Stabel; Caravita, Simona Carla Silvia; Bru, Edvin
Titel	Academic Stress: Links with Emotional Problems and Motivational Climate among Upper Secondary School Students
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 7, S.1137-1150 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tharaldsen, Kjersti Balle) ORCID (Tvedt, Maren Stabel) ORCID (Caravita, Simona Carla Silvia) ORCID (Bru, Edvin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2116480
Schlagwörter	Secondary School Students; Emotional Disturbances; Stress Variables; Correlation; Student Motivation; Educational Environment; Mastery Learning; Gender Differences; Academic Achievement; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Sekundarschüler; Gefühlsstörung; Korrelation; Schulische Motivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geschlechterkonflikt; Schulleistung; Ausland; Norwegen
Abstract	This study investigates the levels of and associations among academic stress, perceived motivational climate and emotional problems in students at Norwegian upper secondary schools. A structural equation model with a sample of 1379 students (M[subscript age] 16.5 years old) tested the associations between perceived mastery and performance climates and emotional problems via associations with academic stress. Levels of academic stress and emotional problems were found to be higher among female participants than male participants. Performance climate was related to higher academic stress; it was also related to more emotional problems through its association with academic stress. Mastery climate was associated with lower academic stress, and both directly and indirectly (via academic stress) related to less emotional problems. There was a strong link between academic stress and emotional problems, and this was significantly stronger among female participants. Practical implications are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01