Academic Stress, Anxiety, and Depression Among Flemish First-Year Students: The Mediating Role of Sense of Belonging

Tholen, Robert; Wouters, Edwin; Ponnet, Koen; Bruyn, Sara De; Hal, Guido Van

doi:10.1353/csd.2022.0015

Cited by 9 publications

(7 citation statements)

References 48 publications

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“…English-learning stress was assessed through four items extracted and adapted from previous questionnaires on academic stress ( Tholen et al, 2022 ; Zhang et al, 2022 ). Participants were required to indicate the extent to which they had felt stressed about several aspects of English learning over the past year, such as completing English courses and assignments and passing the course test or level test (e.g., I feel stressed by the English course examination).…”

Section: Methodsmentioning

confidence: 99%

“…Academic anxiety refers to uneasy or unpleasant psychological reflection produced by the learning process, often caused by internal conflict, and is a state of tension specific to students ( Pekrun, 2005 ). Many studies have shown that learning stress is one of the most important reasons for academic anxiety among college students ( Leung et al, 2010 ; Tholen et al, 2022 ; Zhang et al, 2022 ). For example, Zhang et al (2022) found that English-learning stress was significantly positively associated with anxiety symptoms in a sample of 1,309 Chinese college students.…”

Section: Introductionmentioning

confidence: 99%

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English-learning stress and performance in Chinese college students: A serial mediation model of academic anxiety and academic burnout and the protective effect of grit

Wang

Tao

et al. 2022

Front. Psychol.

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IntroductionHaving to adapt to a new environment with various other challenges while completing their studies, Chinese college students experience intense stress related to the study of the English language. However, there has been little research on the serial mediating mechanism of English-learning stress on English academic performance.MethodsPresent study recruited 1130 undergraduate students to finish self-report online questionnaire to collect the information about their English-learning stress, academic anxiety and burnout, English academic performance and grit. We constructed a moderated serial mediation model to test the effect of academic anxiety and academic burnout and explored whether grit can restrict the decrease in academic performance caused by English-learning stress.Results Results show that: (1) both academic anxiety and academic burnout mediate the relationship between English-learning stress and performance; (2) academic anxiety and academic burnout show a significant serial mediating role between academic pressure and English academic performance; and (3) grit significantly moderates the relationship between academic burnout and English academic performance.DiscussionThese results lead us to believe that cultivating the grit of Chinese college students may be an effective way to improve the academic performance of those experiencing high English-learning stress.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

English-learning stress and performance in Chinese college students: A serial mediation model of academic anxiety and academic burnout and the protective effect of grit

Wang

Tao

et al. 2022

Front. Psychol.

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“…Academic stress is often defined as the psychological pressure resulting from school affairs, e.g., examination results, academic competition with peers, and academic expectations from parents and teachers [ 58 ]. Excessive academic stress can negatively impact students’ physical health [ 59 ], mental health [ 60 ], and academic development [ 61 , 62 , 63 ]. Research has found that secondary school students have been in a continuous state of panic since the outbreak of the epidemic.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Family and School Interpersonal Relationships on Depression in Chinese Elementary School Children: The Mediating Role of Academic Stress and the Moderating Role of Self-Esteem

Liao,

Chen,

Liu

et al. 2024

Children

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This study explores the relative contributions and psychological mechanisms of the effects of family (father–child and mother–child) and school (teacher–student and student–student) interpersonal relationships on depression in elementary school children. The participants (n = 20,629) were elementary school children (48.19% male) aged nine to 13 years from Southwest China during the COVID-19 pandemic. They voluntarily completed questionnaires regarding parent–child, teacher–student, and student–student relationships, as well as academic stress and self-esteem. The results indicate that the effect of family interpersonal relationships on children’s depression was stronger than that of school interpersonal relationships. The predictive effects of father–child and mother–child relationships on children’s depression did not significantly differ; however, the effect of student–student relationships was significantly stronger than that of teacher–student relationships. Academic stress partially mediated the effect of interpersonal relationships on depression in elementary school children. The effects of family interpersonal relationships and academic stress on depression were moderated by self-esteem. These findings underscore the disparities and mechanisms pertaining to the impacts of diverse interpersonal associations on children’s depression, thus signifying significant implications for the advancement of research and intervention strategies aimed at addressing this issue.

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“…belonging(McIntyre et al 2018;Šeboková and Uhláriková 2017;Tholen et al 2022), stress(Bye, Muller, and Oprescu 2019;Tholen et al 2022), and wellbeing(Brinia et al 2022;Ramadan and Yakout 2017). The following hypotheses were testing the relationship between communication and the three variables.…”

mentioning

confidence: 99%

“…demonstrated in the literature(Karaman and Tarim 2018;Museus et al 2017;Šeboková and Uhláriková 2017;Tholen et al 2022) that there is a positive relationship between effective communication and a sense of belonging amongst students. The findings also revealed that communication was not positively related and does not significantly predict students' stress levels.…”

mentioning

confidence: 99%

Belonging, wellbeing and stress with online learning during COVID-19

Blignaut¹,

Pheiffer

Visser

et al. 2022

SAJHE

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Sense of belonging, perceived stress and wellbeing are reported factors that influence students’ university experience and learning. The COVID-19 pandemic and shift to online emergency remote teaching were likely to exacerbate these affective dimensions of student experience. This article employed a quantitative survey research design to determine how students’ sense of belonging, perceived stress and wellbeing were influenced during the pandemic. An online questionnaire was administered to 537 South African students at one residential university. Data analysis was performed using multiple regression analysis. The results indicated that platform pedagogy was a significant predictor of belonging, perceived stress, and wellbeing, while lecturers’ pedagogical competence was not. Lived learning experience of online learning was a significant predictor of perceived stress, and communication was a significant predictor of belonging. The importance of the learning environment in student belonging and wellbeing is key to student success and this study provides insights for developing targeted interventions. Keywords: university students, sense of belonging, perceived stress, wellbeing, platform pedagogy

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Academic Stress, Anxiety, and Depression Among Flemish First-Year Students: The Mediating Role of Sense of Belonging

Cited by 9 publications

References 48 publications

English-learning stress and performance in Chinese college students: A serial mediation model of academic anxiety and academic burnout and the protective effect of grit

English-learning stress and performance in Chinese college students: A serial mediation model of academic anxiety and academic burnout and the protective effect of grit

The Effects of Family and School Interpersonal Relationships on Depression in Chinese Elementary School Children: The Mediating Role of Academic Stress and the Moderating Role of Self-Esteem

Belonging, wellbeing and stress with online learning during COVID-19

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