School-related stressors in adolescents from 21 countries: What is universal?

Inge Seiffge-Krenke

Abstract


School stress is one of the most important stressors in adolescents around the world. This study tested the impact of region, age, gender, family structure, and school achievement on adolescents’ stress perception. In a cross-sectional design, 12.172 adolescents from 21 countries participated in the study. Adolescents from Central European and North American countries had generally quite low levels of school stress. Adolescents from Southern Europe exhibited the highest stress levels, but also adolescents from Latin America, the Middle East and Asian countries reported quite high levels of school-related stress. Rank 1 in many countries was the pressure to get the best marks. Additionally, the fear that differences in opinion with the teacher may result in bad marks and that the leaning material is too difficult or too boring were also important stressors, whereas rivalries among pupils seemed not to be a major problem. Adolescents from single-parent families experienced higher school-related stress than adolescents from two-parent families. The findings were discussed with respect to overall globalization and future insecurities, leading to universal stressors of adolescents in different parts of the world.


Keywords


school stress, stress perception, gender effects, cross-cultural comparison

Full Text:

PDF

References


Ang, R.P, Huan, V.S. (2006) .Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regressions. Child Psychiatry and Human Development, 37, 133-43.

Booth, M. (2002). Arab adolescents facing the future: Enduring ideals and pressure to change. In B. B. Brown, R. Larson, & T. S. Saraswathi (Eds.), The world’s youth: Adolescents in eight regions of the globe (pp. 207-242). Cambridge, UK: Cambridge University Press.

Chao, R., & Tseng, V. (2002). Parenting Asians. In M. H. Bornstein (Ed.), Handbook of parenting: Vol. 4. Social conditions and applied parenting (pp. 59-93). Mahwah, NJ: Lawrence Erlbaum.

Chen, X., Chang, L., & He, Y. (2003). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development, 74, 710-727.

Collie, R.C., Shapka, J.D., & Perry, N.E, (2012) Canada School Climate and Social–Emotional Learning. Journal of Educational Psychology 104, 1189–1204.

Crean, H. F. (2004). Social support, conflict, major life stressors, and adaptive coping strategies in Latino middle school students: An integrative Model. Journal of Adolescent Research, 19, 657-676.

Danielsen, A. G., Samdal., O., Hetland, J., & Wold, B. (2009). School-related social support and student’s perceived life satisfaction. The Journal of Education Research, 102, 303–318.

Eccles, J., & Roser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225–241.

Fuligni, A. (2007). Family obligation, college enrolment, and emerging adulthood in Asian and Latin American Families. Child Development Perspective, 1, 96–100.

Gardiner, H. W., & Kosmitzki, C. (2005). Lives across cultures. Boston, MA: Pearson.

Gibson-Cline, J. (1996). Adolescence from crisis to coping: A thirteen nation study. Oxford, UK: Butterworth-Heinemann.

Grant, K. E., Compas, B. E., Thurm, A. E., McMahon, S. D., Gipson, P. Y., Campbell, A. J., et al. (2006). Stressors and child and adolescent psychopathology: Evidence of moderating and mediating effects. Clinical Psychology Review, 26, 257–283.

Greenfield, P. M., Maynard, A. E., & Childs, C. P. (2000). History, culture, learning and development. Cross-Cultural Research, 34, 351-374.

Henderson, B. B., Marx, M. H., & Che Kim, Y. (1999). Academic interests and perceived competence in American, Japanese, and Korean children. Journal of Cross-Cultural Psychology, 30, 32–50.

Hjern, A., Alfven, G., & Ostberg, V. (2008). School stressors, psychological complaints and psychosomatic pain. Acta Paediatrica, 97, 112–117.

Hunter, S. C., & Boyle, J. M. E. (2004). Appraisal and coping strategy use in victims of school bullying. British Journal of Educational Psychology, 74, 83-107.

International Monetary Fund (2018). World economic outlook data base: Nominal GDP list for the World and the European Union. Data for the year 2017. http://www.imf.org/external/index.htm

Jayanthi, P., Thirunavukkarau, M, & Rajkumar, R. (2015) .Academic Stress and Depression among Adolescents: A Cross-sectional Study. Indian Pediatrics, 52, 217-223.

Jose, P., D’Anna, C., Cafasso, L., Bryant, F., Chiker, V., Gein, N., et al. (1998). Stress and coping among Russian and American early adolescents. Developmental Psychology, 34, 757–769.

Kouzma, N. M., & Kennedy, G. A. (2004). Self-reported sources of stress in senior high school students. Psychological Reports, 94, 314–316.

Laursen, B., & Hafen, C. A. (2010). Future directions in the study of close relationships: Conflict is bad (except when it’s not). Social Development, 19, 858–872.

Lehman, B.J., & Repetti, R.L. (2007). Bad days don’t end when the school bell rings: The lingering effects of negative school events on children’s mood, self-esteem, and perception of parent-child interaction. Social Development, 16, 596-618.

Natvig, G.K., Albrektsen, G., Andersen, N., & Qvarnstrram, U. (1999): School-related stress and psychosomatic symptoms among school adolescents Journal of School Health, 69, 362-368.

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York, NY: McGraw Hill.

Moksnes, U.K., Løhre, A. Lillefjell , M. Byrne, D.G.& Haugan, G. (2016) The association between school stress, life satisfaction and depressive symptoms in adolescents: Life satisfaction as a potential mediator Social Indicators in Research, 125, 339–357 DOI 10.1007/s11205-014-0842-0

Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128, 3 – 72.

Persike, M. & Seiffge-Krenke, I. (2012). Competence in coping with stress in adolescents from three regions of the world. Journal of Youth and Adolescence, 41, 863-879.

Persike, M., & Seiffge-Krenke, I. (2014). Is stress perceived differently in relationships with parents and peers? Inter- and intra-regional comparisons on adolescents from 21 nations. Journal of Adolescence, 37, 493-400.

Persike, M., & Seiffge-Krenke, I. (2015). Stress with parents and peers: How adolescents from 18 nations cope with relationship stress. Anxiety, Stress, & Coping, 29, 38--59.

Rice, F. P., & Dolgin, K. G. (2005) The adolescent: Development, relationships, and culture (11th ed.). Boston, MA: Allyn & Bacon.

Saraswathi, T. S., & Larson, R. (2002). Adolescence in global perspective: An agenda for social policy. In B. B. Brown, R. Larson, & T. S. Saraswathi (Eds.), The world’s youth: Adolescence in eight regions of the globe (pp. 344–362). New York: Cambridge University Press.

Schlegel, A. (2001). The global spread of adolescent culture. In L. J. Crockett & R. K. Silbereisen (Eds.), Negotiating adolescence in times of social change (pp. 63-86). New York, NY: Cambridge University Press.

Schwarzer, C., & Buchwald, P. (2003). Examination stress: Measurement and coping. Anxiety, Stress and Coping, 16, 457-249.

Seiffge-Krenke, I. (1995). Stress, coping, and relationships in adolescence. Mahwah, NJ: Lawrence Erlbaum Associates.

Seiffge-Krenke, I. (2011). Coping with relationships stressors - a decade Review. Journal of Research on Adolescence, 21, 196-210.

Seiffge-Krenke, I., Persike, M., Chau, C., Hendry, L. B., Kloepp, M., Terzini-Hollar, M., Tam, V., Rodriguez Naranjo, C., Herrera, D., Menna, P., Rohail, I., Veisson, M., Hoareau, E., Luwe, M., Loncaric, D., Hyeyoun, H., & Regusch, L. (2012). Differences in agency? How adolescents from 18 countries perceive and cope with their futures. International Journal of Behavioral Development, 36, 258-270. doi: 10.1177/0165025412444643.

Stetsenko, A. (2002). Adolescents in Russia: Surviving the turmoil and creating a brighter future. In B. B. Brown, R. Larson, & T. S. Saraswathi (Eds.), The world’s youth: Adolescents in eight regions of the globe (pp. 243-275). Cambridge, UK: Cambridge University Press.

Suldo, S. M., Shaunessy, E., Thalji, A., Michalowski, J., & Shaffer, E. (2009). Sources of stress for students in high school college preparatory and general education programs: Group differences and associations with adjustment. Adolescence, 44, 925–948.

Tomasik, M. J., Hardy, S. A., Haase, C. M., & Heckhausen, J. (2009). Adaptive adjustment of vocational aspirations among German youths during the transition from school to work. Journal of Vocational Behavior, 74, 38 – 46.

Welti, C. (2002). Adolescents in Latin America: Facing the future with skepticism. In Brown, B. B., Larson, R., & Saraswathi, T. S. (Eds.), The world’s youth. Adolescents in eight regions of the globe (pp. 276–306). Cambridge, UK: Cambridge University Press.




DOI: http://dx.doi.org/10.18103/imr.v7i1.907

Refbacks

  • There are currently no refbacks.
Copyright 2016. All rights reserved.