Does Optimism Moderate Parental Achievement Pressure and Academic Stress in Korean Children?

Kim, Yeonsoo; Kwak, Keumjoo; Lee, Seungjin

doi:10.1007/s12144-015-9355-5

Cited by 16 publications

(14 citation statements)

References 13 publications

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“…Elements of an internal nature such as psychological and emotional control [13], self-demand in terms of expectations, biogenic diseases or unhealthy daily habits such as a lack of physical activity [14], lack of sleep, poor diet or excessive time in front of the screen [15] have been pointed out as being influential elements. Regarding external influences, schedules and routines that are too stifling, a lack of time to do homework/study, parental pressure to reach a certain grade and an excessive amount of school activities could make teachers perceive that students are more nervous and distant with a higher stress perception, facts which contribute to worsening the student-teacher relationship [16,17]. Furthermore, the state of anxiety in students could also be transmitted by the teacher's exhaustion and their work stress [18].…”

Section: Introductionmentioning

confidence: 99%

Psychophysiological Stress Markers and Behavioural Differences between Rural and City Primary School Students

Mendoza-Castejón

Clemente-Suárez

2020

IJERPH

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Academic performance could be affected by multiple factors, including stress and learning environment location. The aim of this study was to analyze differences in psychophysiological stress markers, behavior and academic performance of rural and city students. A sample of 181 children (7.91 ± 2.29 years) from elementary schools were evaluated on their grades, subjective academic performance, heart rate variability, state anxiety, nutritional information and physical activity habits. Results presented significant higher values in parasympathetic modulation and physical education grades in rural students than in city students, who showed higher significant values in state anxiety, the ability to complete tasks, physical activity habits and several items relating to their food and drink habits. No significant differences were found in the average grades between the two groups. However, some correlations were found between school performance and stress, physical fitness and nutritional habits. Thus, school location may affect the stress and anxiety status, nutritional habits and physical activities of students, but there were no significant differences in academic performance. In addition, body mass index, quantity of food intake and stress markers may be related to the academic performance attained.

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Section: Introductionmentioning

confidence: 99%

Psychophysiological Stress Markers and Behavioural Differences between Rural and City Primary School Students

Mendoza-Castejón

Clemente-Suárez

2020

IJERPH

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“…The manifestations of academic stress cause not only psychosomatic conditions but also affect impulsive behavior. This was revealed by Yeo and Lee's research results, which stated that 66.8% of students in South Korea hurt themselves in the form of pinching themselves as a form of outlet for high academic stress conditions [14,15].…”

Section: Introductionmentioning

confidence: 94%

The Analysis of Solution Focused Brief Counseling Contribution in Reducing First-Year Students Academic Stress Symptoms

Ardi¹,

Daharnis²,

Neviyarni³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Various contributing factors influence the success of the learning process. Stress is one of the big problems experienced by students, especially first-year students. Students in the first year who live separately from parents tend to experience stress resulting in stressful conditions. Life changes to career decisions in the form of majors will also affect students' stress levels. Furthermore, these stress conditions are also compounded by changes in educational patterns at the educational level. An approach considered capable of being a strategic step in reducing these conditions is Solution Focused Brief Counseling (SFBC). This approach can help clients strengthen self-autonomy, strengthen thinking that focuses on solutions, formulating responsibilities, develop independence, increase self-control, and increase clients' quality of positive resources. This research aims to analyze the contribution of SFBC in reducing the academic stress conditions of first-year students. This study involved five students with high academic stress levels using the Student Academic Stress Scale (SASS). The research results show that SFBC is effective in reducing the academic stress level of first-year students.

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“…In sum, these theories highlight the importance of familial experiences and contexts in affecting adolescents’ well-being and academic adjustment through daily communication. Among the familial factors, the parent–child relationship and parental achievement aspiration have been found to be associated with children’s academic stress [ 18 , 19 , 41 , 42 , 43 ].…”

Section: Literature Reviewmentioning

confidence: 99%

The Correlates of Academic Stress in Hong Kong

Chyu

Chen

2022

IJERPH

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Most previous studies have attempted to explore how different personal, familial, or school factors are linked to academic stress in Western countries. However, relatively less research has incorporated these different factors into one model to examine the most crucial correlate(s) that predict academic stress, particularly in the East Asian context, where the level of academic stress among adolescents is high. This study examined how perfectionism, social-oriented achievement motivation, parental aspiration for achievement, parent–child relationship, emphasis on academics in school, and school climate work together to predict academic stress in Hong Kong. One thousand eight hundred and four students from eight secondary schools in Hong Kong participated in this study. The results indicate that perfectionism, social-oriented achievement motivation, parent–child relationships, and emphasis on academics in school have significant associations with academic stress, while perfectionism and social-oriented achievement motivation, the two factors from the personal domain, are the dominant drivers of academic stress. In addition, these findings applied to both genders. As the significant correlates come from the personal, familial, and school domains, this study recommends multilevel interventions for decreasing the level of academic stress. In addition, this study also suggests further research directions to examine the psychosocial mechanism between the correlates and academic stress.

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Does Optimism Moderate Parental Achievement Pressure and Academic Stress in Korean Children?

Cited by 16 publications

References 13 publications

Psychophysiological Stress Markers and Behavioural Differences between Rural and City Primary School Students

Psychophysiological Stress Markers and Behavioural Differences between Rural and City Primary School Students

The Analysis of Solution Focused Brief Counseling Contribution in Reducing First-Year Students Academic Stress Symptoms

The Correlates of Academic Stress in Hong Kong

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